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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia JURNAL MANAJEMEN MOTIVASI IJoLE: International Journal of Language Education BULETIN AL-RIBAATH Journal of Educational Research and Evaluation International Journal of Community Service Learning Journal of Education Technology JURNAL PRODUKTIVITAS JTP - Jurnal Teknologi Pendidikan JEES: Journal of English Educational Study BALANCE: Economic, Business, Management and Accounting Journal Journal of English Language Teaching Innovations and Materials (Jeltim) Pena Kreatif : Jurnal Pendidikan Jurnal Abdi Insani Getsempena English Education Journal Journal of English Education Program (JEEP) Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat Unram Journal of Community Service (UJCS) Jurnal Pengabdian Masyarakat Bhinneka Studies in English Language and Education Jurnal Pengabdian Sosial
Ryani Yulian
Universitas Muhammadiyah Pontianak
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Examining the Roles of Self-Efficacy, Attitude and Self-Regulated Learning through Augmented Reality in Reading for EFL Learners Yulian, Ryani; Yuniarti, Yuniarti; Sirat, Okta Miftahul
Journal of Education Technology Vol. 7 No. 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i4.64567

Abstract

In recent years, higher education institutions have faced challenges in the field of education. The impact of digital technology such as augmented reality increases the possibility of self -regulated learning. Therefore this study analyze the relationship between self-efficacy, attitude and self-regulated learning across cognition, motivation, behaviour, and context through augmented reality in reading for English as foreign language (EFL) learners. Data were collected from 213 undergraduate students in English for Specific Class (ESP) in an academic university in Indonesia. This study was used a non-experimental, analytic survey research design with SmartPLS. The study assessed the measurement model of the factor loadings, composite reliability, and convergent validity, and employed bootstrapping for p-values of the path coefficient. The findings of the study reported that self-efficacy has a statistically significant relationship with cognition, motivation, behaviour and context while attitude has a statistically positive relationship with motivation and context but not with cognition and behavior.
Uncovering the Needs for a Web-based Sign Language Model for Deaf Students with American Sign Language (ASL) Ufi Ruhama; Yulian, Ryani; Sayidun Nisa Asy-Syifa
Jurnal Pendidikan Indonesia Vol 13 No 3 (2024): September
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v13i3.68857

Abstract

Inclusive education is the right of every individual, including deaf students, to have equal access to English language learning. This research aims to develop a prototype of a web-based sign language learning model, using American Sign Language (WEBSL), for deaf students in learning English. This research uses a Research and Development (R&D) approach with the ADDIE development model. The subject of the study involved 25 deaf students from one of the Special Schools (SLB) in Pontianak City. Data was collected through analysis of the content of English textbooks tailored to deaf students, as well as thematic interviews with experienced teachers, to identify students' learning needs that included inclusivity, accessibility, language clarity, and visual learning preferences. The results of the analysis show the need for an interactive web-based learning model to facilitate deaf students' access to customized English language materials. The prototype developed in this study is designed to suit needs, be interactive, easily accessible, and take into account cultural sensitivities. The conclusion of this study emphasizes the importance of developing adaptive and interactive learning resources, as well as their implications for improving the English skills of deaf students.
Stunting-Free Nasyiatul Aisyiyah (Pashmina) Health Service Program for Female Students of Muhammadiyah College Kotabaru, Pontianak Ruhama, Ufi; Yulian, Ryani; Marlenywati, Marlenywati; Khairunnisa, Intan
Unram Journal of Community Service Vol. 5 No. 4 (2024): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v5i4.774

Abstract

This community service aims to increase the understanding of female students regarding nutrition and reproductive health. In addition, this health service activity owned by Nasyiatul Aisyiyah (PASHMINA) is a cadre program for the Regional Leadership of Nasyiatul Aisyiyah. In this activity, pengabdi conducted weight and height measurements as well as Body Mass Index (BMI) measurements. In this case there are 18 students classified as thin, 14 students classified as normal who are classified as obese less, namely 6 students. Before the material was given, the students filled out the pretest and after the presentation of the material by the resource person, the students completed the posttest. Pretest and posttest are carried out in order to determine the level of understanding of students related to the material that has been given. From the test results, it can be concluded that there is an increase in the understanding of female students by 38.98% after the material is given. This shows that the increase in understanding of female students related to stunting and reproductive health has increased. After this program is implemented, a Follow-up Plan (RTL) will be carried out between pengabdi and the Regional Leadership of Nasyiatul Aisyiyah Pontianak City in an effort to recruit early cadres in Nasyiah.
Digital Story Telling Based on Multimodal Elements on EFL Learners’ Speaking Performance Yulian, Ryani; Yuniarti, Yuniarti
Jurnal Pendidikan Indonesia Vol 11 No 2 (2022): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.087 KB) | DOI: 10.23887/jpiundiksha.v11i2.40217

Abstract

Educators must adapt the contextual model of teaching with educational technology to improve teaching and learning English quality. Digital storytelling is one of meaningful technology that can enhance students' speaking skills. This study examined the effectiveness of digital storytelling based on multimodal elements on EFL learners' speaking performance. A quasi-experimental design with a control and experimental group was employed. The sample consisted of 40 students of Teacher Education of Early Childhood Education. Both classes studied English for Early Childhood Education. Sample in the experimental group was treated by digital storytelling based on multimodal elements and local contents. The control group studied the storytelling based on a conventional video. The instrument used ware speaking rubric, Likert-Scale questionnaires, and interview. Data analysis for students' speaking performance consisted of the inter-reliability test, normality test, homogeneity, test of linearity, and ANCOVA. The procedures of thematic analysis adopted inductive and deductive coding. The result of study shows that digital storytelling with multimodal elements effectively enhances EFL learners speaking performance. The descriptive statistics show that students in the experimental group (M=85.4) significantly outperformed the control group (M=76.9) on their speaking performance by digital storytelling. The students perceived a positive perception of digital storytelling based on multimodal elements in learning English in terms of enjoyment of multimodal features such as visual and auditory and values depicted from local values. The study also explored several perceived obstacles in using digital storytelling in speaking, such as digital and technical literacy, language skill, creativity and innovative thinking, and collaborative learning.
Modelling the Relationship of Community of Inquiry and Critical Thinking Skills in Project-Based Learning with Digital Storytelling Yulian, Ryani; Ruhama, Ufi; Yuniarti; Maulidya Raissa Insyira
Journal of Education Reseach and Evaluation Vol 9 No 1 (2025): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i1.84287

Abstract

Teaching and learning effectiveness rely on multiple factors, including cognitive, social, and teaching dimensions. Although past research has looked into how the community of inquiry (CoI) affects learning, there is still limited knowledge about how CoI connects with project-based learning and digital storytelling. This study examined the connection between the community of inquiry (CoI) framework and critical thinking skills within project-based learningusing digital storytelling. Structural equation modelling (SEM) was employed to analyze the relationships among cognitive presence, social presence, and teaching presence (components of CoI), as well as their impact on engagement and critical thinking skills. Data were collected from 100 students engaged in a digital storytelling project through self-reported questionnaires on a Likert scale. The findings revealed that cognitive and social presences significantly affect student engagement and critical thinking, in line with the CoI framework. Conversely, teaching presence showed an insignificant relationship with engagement, indicating that in contexts that emphasize critical thinking, cognitive presence is more vital. This study highlights that while teaching presence can enhance emotional engagement and lower cognitive load, its role may be less prominent in activities focused on critical thinking. The results emphasize the need for context-specific strategies in applying the CoI framework to effectively develop critical thinking skills in project-based learning settings involving digital storytelling.
Pengenalan Literasi Bahasa Inggris dengan Digital Storytelling Berbasis STEAM Bagi Anak Usia Dini Yulian, Ryani; Maulidha Eka Putri
International Journal of Community Service Learning Vol. 7 No. 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v7i4.67497

Abstract

Pengenalan Bahasa Inggris menjadi relevan untuk pendidikan anak usia dini seperti melalui pembelajaran multimodal digital storytelling. Kombinasi digital storytelling yang melibatkan unsur cerita naratif dan penguatan dalam platform multimodal dengan tema Science, Technology, Engineering, Arts, Mathematics (STEAM) mampu membantu anak-anak memahami dan mengingat konten terkait ilmu pengetahuan, teknologi, dan seni. Hal ini sejalan dengan analisis permasalahan melalui observasi dan wawancara dengan Kepala Sekolah. Hasil analisis menunjukkan bahwa sekolah masih belum memiliki model pembelajaran Bahasa Inggris dengan pendekatan STEAM. Kegiatan pengabdian ini diberikan kepada PAUD KB TK LAB Model Universitas Muhammadiyah Pontianak. Pengabdian kepada masyarakat ini diberikan kepada sekolah dengan memberikan Model Digital Storytelling berbasis STEAM dengan pengajaran langsung kepada anak usia dini. Kegiatan pengabdian ini bertujuan untuk melengkapi model pembelajaran tematik integratif berbasis digital storytelling dengn tema STEAM. Metode yang digunakan yaitu play-based learning dengan explicit instruction dengan media PowerPoint macro. Hasil kegiatan menunjukkan siswa tertarik belajar sambil bermain secara holistik yang mendayagunakan pembelajaran audio, visual, dan kinestetik seperti melafalkan bunyi, menirukan suara, membedakan visual warna, belajar secara tematik, dan bergerak secara aktif. Siswa juga terlibat dalam kegiatan menempel kolase pasir untuk pengembangan kreativitas dan keterampilan motorik halus.
Comparative analysis of writing strategies between Malaysian and Indonesian students Lee, Noor Azli Affendy; Yulian, Ryani; Mohamad, Nur Husna Serip; Ruhama', Ufi; Bakar, Rofiza Aboo
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.37269

Abstract

This study investigates the differences in writing strategies between upper secondary school students from rural schools in Penang, Malaysia, and Pontianak, Indonesia, to understand the influence of cultural and educational backgrounds on their approach to writing tasks in English. Utilizing a structured questionnaire with a Likert Scale, data from 109 Malaysian and 100 Indonesian students were analysed through descriptive statistics and t-tests for Equality of Means. The findings reveal significant differences in general, pre-writing, during-writing, and post-writing strategies between the two groups. Malaysian students exhibit a stronger inclination towards writing in their native language and utilizing bilingual dictionaries, while Indonesian students demonstrate a higher preference for writing in English during leisure, using English-to-English dictionaries, and relying on English grammar books. The study highlights the diverse approaches to language use and learning, suggesting potential cultural or educational influences shaping these practices. The data accentuates the importance of considering these contextual factors in enhancing writing instruction and suggests tailored educational interventions to address specific needs and practices. The findings also suggest educational interventions can improve planning and outlining skills, promote creative language use, and increase language resource usage. Educators should consider students cultural and educational contexts, tailoring strategies to diverse learning styles by integrating bilingual resources, promoting language experimentation, and emphasizing feedback and revision.
INOVASI PEMBELAJARAN PROJECT BASED LEARNING TEMATIF INTEGRATIF BAGI GURU-GURU SMA MUHAMMADIYAH 2 PONTIANAK Yulian, Ryani; Ruhama’, Ufi; Insyira, Maulidya Raissa
Jurnal Abdi Insani Vol 11 No 4 (2024): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v11i4.1962

Abstract

Education is the foundation for shaping a quality and competitive generation. One of the main elements of the learning process is educational innovation, which can refine the quality of learning practices and actively engage students. One such innovation is project-based learning (PjBL). Therefore, this community service activity was organized to provide training for teachers at SMA Muhammadiyah 2 Pontianak in designing innovative learning methods. Through the implementation of PjBL, teachers are expected to develop students' critical thinking skills and prepare them to face real-world challenges. The objective of this community service activity is to conduct training for teachers to enhance their ability to develop integrative thematic project-based learning that focuses on critical thinking skills, thus creating enjoyable and meaningful learning experiences for students. The training methods include delivering material, demonstrations, and interactive discussions. The training is divided into three main sessions: theoretical presentations, practical demonstrations, and a dialogue and Q&A session to deepen participants' understanding of the material presented. The results of the activity showed an improvement in teachers' knowledge, especially through the interactive delivery of theory, demonstrations, and discussions. Teachers not only gained a deep understanding of the PjBL concept but also became more capable of designing and implementing projects in the classroom, despite challenges such as limited time and resources. The increase in the average score from 50 in the pretest to 80 in the posttest reflects an enhanced understanding, with teachers becoming more skilled in designing projects that meet students' needs. Additionally, the understanding of the fundamental differences between PjBL and problem-based learning (PBL) became clearer, with teachers now able to differentiate the focus of these two approaches. The training activity successfully improved teachers' understanding of project-based learning to support the development of 21st-century skills in students. Through the delivery of theory, demonstrations, and discussions, teachers were able to grasp strategies for implementing project-based learning, even with the constraints of time and resources.
Integrated Thematic Project-Based Learning Model for Soft Skills Development Using Content-Language Integrated Learning in Higher Education Yulian, Ryani; Yuniarti; Ruhama, Ufi; Fitri, Nabila Nur; Rievaldy, Restu
Jurnal Pendidikan dan Pengajaran Vol 58 No 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v58i2.93357

Abstract

This research is motivated by the low development of students' soft skills in the learning process in higher education, which tends to focus solely on cognitive aspects. This study aims to develop an integrated thematic Project-Based Learning (PjBL) model that aligns with the Content-Language Integrated Learning (CLIL) approach, where English is learned through specific course content to strengthen students' work skills. Using the ADDIE development model, a mixed method approach was used in this study involving 100 Management Study Program students and two English lecturers. Data were collected through a needs analysis based on Target Situation Analysis (TSA), a Likert scale survey validated with Cronbach's Alpha, and semi-structured interviews analyzed thematically. The expert evaluation recommended adding real case studies and more interactive activities. The final evaluation showed that integrating PjBL and CLIL effectively improved students' communication and soft skills. The results of this study indicate that the model can support curriculum development and improve students' readiness to face academic and professional demands. In conclusion, the development of integrated thematic PjBL with a language and CLIL can effectively train and strengthen students' soft skills in higher education. Implementing integrated thematic PjBL with a language and content-integrated learning approach can effectively support the development of students' soft skills in higher education, especially in collaboration, communication, and contextual problem-solving.
Inovasi Pembelajaran Bilingual Parenting Anak Usia Dini Berbasis Artificial Intelligence dan Kearifan Lokal di TK ABA Pontianak Ruhama', Ufi; Yulian, Ryani; Utami, Putri Yuli; Khairunnisa, Intan; Alfiyah, Khairunnisa; Febrianti, Sucy
Jurnal Pengabdian Masyarakat Bhinneka Vol. 4 No. 1 (2025): Bulan September
Publisher : Bhinneka Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58266/jpmb.v4i1.369

Abstract

Penguasaan bilingual, khususnya Bahasa Inggris, pada anak usia dini menjadi kebutuhan penting di era digital. Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan guru dan orang tua dalam mengimplementasikan pembelajaran bilingual berbasis Artificial Intelligence (AI) dan kearifan lokal di TK Aisyiyah Bustanul Athfal (ABA) 6 Kota  Pontianak. Kegiatan ini dilaksanakan melalui metode partisipatif dan kolaboratif, dimulai dari observasi, pelatihan, pendampingan, hingga evaluasi. Pelatihan diberikan kepada guru dan perwakilan orang tua siswa dengan materi inovatif yang menggabungkan penggunaan teknologi (Canva, ChatGPT, Duolingo) dan integrasi nilai budaya lokal Kalimantan Barat dalam pengajaran Bahasa Inggris. Hasil pretest dan posttest menunjukkan peningkatan signifikan pada pemahaman dan keterampilan peserta dalam menggunakan media ajar berbasis AI serta kemampuan meletakkan unsur budaya lokal ke dalam materi ajar. Inovasi ini tidak hanya memperkuat aspek kognitif dan bahasa anak, tetapi juga menanamkan identitas budaya serta nilai-nilai kemuhammadiyahan. Program ini menunjukkan bahwa pendekatan bilingual berbasis teknologi dan budaya lokal mampu menjadi strategi pembelajaran yang aplikatif, menyenangkan, serta kontekstual. Keberlanjutan program diharapkan melalui kolaborasi aktif antara guru dan orang tua, serta pendampingan berkelanjutan guna menciptakan pembelajaran yang bermutu dan relevan bagi anak usia dini.
Co-Authors AA Sudharmawan, AA Alfiyah, Khairunnisa Alkadri, Syarifah Putri Agustini Asyifa, Sayyiduna Nisa Bakar, Rofiza Aboo Febrianti, Sucy Fenni Supriadi Fitri Maryani Fitri, Nabila Nur Heni Dwi Jayanti Ikhsanudin Ikhsanudin Insyira, Maulidya Raissa Istiqamah Istiqamah Khairunnisa, Intan Lee, Noor Azli Affendy Lili Erviani Marlenywati Marlenywati Maulidha Eka Putri Maulidya Raissa Insyira Mohamad, Nur Husna Serip Neni Triana M. Noor Azli Bin Affendy Lee Nur Rahmiani Nurfitri Nurfitri Popi Dian Utami Putri Yuli Utami Regina Regina Rievaldy, Restu Ruhama, Ufi Ruhama’, Ufi Sayidun Nisa Asy-Syifa Sirat, Okta Miftahul Sucipto Sumiyati Sumiyati Syarifah Vira Cahya Ramadhanti Ufi Ruhama Utami, Putri Yuli Widyastutik, Otik Yeni Yeni Yuniarti Yuniarti Yuniarti Yuniarti Yuniarti Yuniarti Yuniarti