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Lecturers’ checklist instrument to monitor students’ understanding in distance learning Sari Muthia Silalahi; Dedy Anwar; Juli Yanti Damanik
Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i4.20485

This paper aimed at exploring the results of participant self monitoring using a checklist instrument in distance learning with flipped classroom setting. The participants were 11 lecturers of Bioprocess Engineering Study Program at Institut Teknologi Del (IT Del), Indonesia. The objective of the checklist instrument was for the lecturers to monitor their students’ understanding about the lessons given each week. The data generated from the instrument was analysed descriptively. The results found that pre-class, in-class and out-class are important parts of learning in flipped classroom setting. The data showed that 56% of students achieved good understading of the knowledge taught by their lecturers. The same idea as in-class, attendance checking and interaction between students and lecturers had a key factor in the learning process. It was found that students’ understanding increased by 20% (very good), 62% (good) and 18% (moderate) through questions and answers, discussions, and tests at the end of class. Those were the modes of interactions that had been done in class. In line with an out-class checklist, giving assignments and feedback could improve students understanding into the level of very good (61%), good (27%) and sufficient (10%). with using a checklist tool, participants in this study self-monitored their progress in a flipped classroom while taking distance learning courses online to improve the quality of their class.

Language learning strategies used by Indonesian learners in IELTS Juli Yanti Damanik
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

This study investigated the frequently used language learning strategies (LLS) by Indonesian learners in learning English for a high-stakes exam, IELTS. In addition, differences in the LLS use among participants with different proficiency were examined. Using a quantitative approach, data were collected by using an online survey by utilizing Oxford’s Strategy Inventory for Language Learning (SILL) as the instrument. Sixty-one Indonesian adult learners who had taken IELTS were involved in this study. Their IELTS score indicated their proficiency levels. Data analysis was carried out using Statistical Package for Social Science (SPSS). It involved a descriptive analysis to find the frequency and an independent samples t-test to see the LLS use based on proficiency. The findings revealed that the participants used various LLS in learning English for IELTS. The most frequently used strategies were metacognitive, followed by cognitive, compensative, social, affective, and memory strategies. Meanwhile, the independent samples t-test showed that the difference in the LLS use among participants with different proficiency was not noticeable. Reflecting on the results, it is proposed that English teachers in Indonesia may start growing their learners’ awareness of LLS benefits and teach them to use them properly in their learning English for IELTS.

Language learning strategies used by Indonesian learners in IELTS Juli Yanti Damanik
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21448

This study investigated the frequently used language learning strategies (LLS) by Indonesian learners in learning English for a high-stakes exam, IELTS. In addition, differences in the LLS use among participants with different proficiency were examined. Using a quantitative approach, data were collected by using an online survey by utilizing Oxford’s Strategy Inventory for Language Learning (SILL) as the instrument. Sixty-one Indonesian adult learners who had taken IELTS were involved in this study. Their IELTS score indicated their proficiency levels. Data analysis was carried out using Statistical Package for Social Science (SPSS). It involved a descriptive analysis to find the frequency and an independent samples t-test to see the LLS use based on proficiency. The findings revealed that the participants used various LLS in learning English for IELTS. The most frequently used strategies were metacognitive, followed by cognitive, compensative, social, affective, and memory strategies. Meanwhile, the independent samples t-test showed that the difference in the LLS use among participants with different proficiency was not noticeable. Reflecting on the results, it is proposed that English teachers in Indonesia may start growing their learners’ awareness of LLS benefits and teach them to use them properly in their learning English for IELTS.

Development of DelTalk (an English learning application) using Agile Method Tegar Arifin Prasetyo; Monalisa Pasaribu; Tiurma Lumban Gaol; Togu Novriansyah Turnip; Juli Yanti Damanik; Andree Panjaitan; Mei Pane; Nathan Fernando Lumban Tobing; Lilis Marito Pardosi; Timothy Timothy; Yohana Sihombing
Jurnal Teknologi Informasi dan Pendidikan Vol 16 No 1 (2023): Jurnal Teknologi Informasi dan Pendidikan
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jtip.v16i1.662

English has become a world language that must be mastered by many people because English has dominated the era of communication to connect and transfer knowledge to the entire world. When it comes to the development of mobile applications for language learning, previous research has tended to emphasize testing on various technologies such as multimedia, virtual and augmented reality, conversational agents and artificial intelligence-based systems. This research, therefore, aimed to develop a mobile-based English learning application that provided English learning in the form of stories called the Deltalk. This mobile-based English learning application provides features in which the users can practice their speaking in English. This app was developed by integrating ASR (Automatic Speech Recognition) technology provided by NOVO Learning. The ASR was integrated with Deltalk through the API (Application Programming Interface) and Websocket. Deltalk development adapted two agile frameworks, including Scrum and Lean Software Development by performing MVP process one time.

Pelatihan Penggunaan Aplikasi Mendeley Untuk Penulisan Sitasi Dan Daftar Pustaka Pada Karya Ilmiah Di STIKES Arjuna Tiurma Lumban Gaol; Monalisa Pasaribu; Juli Yanti Damanik
Jurnal Pengabdian Masyarakat Sapangambei Manoktok Hitei Vol. 6 No. 1 (2026): Jurnal Pengabdian Masyarakat SAPANGAMBEI MANOKTOK HITEI
Publisher : Universitas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36985/01nzcq15

Penulisan karya ilmiah merupakan bagian penting dalam mencapai gelar pendidikan. Dalam menulis karya ilmiah, juga dibutuhkan pengetahuan dalam membuat sitasi dan daftar pustaka. Namun di sisi lain, tidak semua mahasiswa memahami tentang cara penulisan sitasi dan daftar pustaka seperti mahasiswa/i tingkat akhir di STIKes Arjuna. Oleh sebab itu pengabdian masyarakat ini bertujuan memberikan pelatihan tentang cara penulisan sitasi dan daftar pustaka pada karya ilmiah menggunakan aplikasi Mendeley. Metode yang dilakukan pada kegiatan pengabdian masyarakat terdiri dari sosialisasi, pre test, pelatihan, post test, evaluasi, dan pendampingan. Bentuk evaluasi yang diberikan terhadap peserta adalah berupa kuesioner yang memuat pertanyaan-pertanyaan terkait kemampuan memanfaatkan aplikasi Mendeleh untuk menulis sitasi dan daftar pustaka pada Tugas akhir yang disusun. Berdasarkan hasil kegiatan PkM yang dilakukan menunjukkan hasil yang memuaskan, terjadi peningkatan persentase jumlah mahasiswa yang memahami penggunaan aplikasi Mendeley semula sebanyak 50% tidak dapat menerapkan penulisan daftar pustaka secara otomatis, setelah pelatihan sebanyak 97,8 persen dari total 111 peserta mampu menggunakan aplikasi Mendeley. Sisanya sebanyak 2 peserta atau sebesar 2,2 persen mengalami kendala jaringan dan laptop yang tidak mendukung untuk penggunaan aplikasi Mendeley. Dengan demikian pelatihan yang dilakukan menunjukkan hasil yang positif bagi mahasiswa/i tingkat akhir STIKes Arjuna karena memberikan kemampuan dalam penggunaan aplikasi pengelola referensi yang moderen. Kegiatan PkM yang dilakukan telah berhasil meningkatkan pengetahuan siswa/i Arjuna dalam menulis sitasi dan daftar pustaka pada karya ilmiah yang disusun

PELATIHAN DAN PENDAMPINGAN PRAKTIKUM MIKROBIOLOGI BAGI SISWA DAN GURU BIOLOGI TINGKAT SMA, KABUPATEN TOBA Berlian Simanjuntak; Roga Florida Kembaren; Merry Meryam Martgrita; Chintya Sinar Lumbantoruan; FBA Fitriani; Theodora M Putri; Adrianto Prihartantyo; Yulisa Lestari; Juli Yanti Damanik; Andrew Rolas Siagian; Endang Sibarani; Bastian Jose Habeahan; Reni Tamba; Ketty Tambunan; Elsa Pangaribuan; Gabriele Siagian
Jurnal Abdi Insani Vol 13 No 6 (2026): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v13i6.3922

The training and mentoring of microorganism isolation and identification practicums wereconducted as an effort to provide learning integration experiences with practicum activitiesdue to the limited laboratory facilities in high schools in Toba Regency. The community serviceactivities began with an evaluation of initial understanding related to the community serviceactivities carried out, followed by the provision of basic theory on microorganism isolation andidentification. After that continued with practical activities of isolation and identification ofmicroorganisms carried out through aseptic techniques and mentoring in observations, datarecording, and analysis of practical observation results. The activity was concluded with a finalevaluation of the activity. Training and mentoring were carried out intensively so the studentsand teachers were able to carry out the stages and analysis of practical activities appropriately.The evaluation results showed that this activity increased the understanding of students andteachers of the basic theory and practical work of isolating and identifying microorganisms for66%. This training activity is also expected to be a strategic step to encourage high schools inToba Regency to have laboratory facilities to support the integration of learning materials withpractical activities.

Designing a Batak Toba Local Content Educational Game Prototype: A GDLC-Based User Needs Analysis Approach Monalisa Pasaribu; Juli Yanti Damanik; Tiurma Lumban Gaol; Rudy Chandra; Valisneria Utami
Research in Education, Technology, and Multiculture Vol 5, No 1 (2026): Research in Education, Technology, and Multiculture
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/rietm/v5i1.pp29-41

Digital-based educational games that incorporate local content have significant potential as interactive and engaging learning media, particularly in introducing local culture to users as well as understanding their own culture and serving as a form of appreciation and strengthening of national identity. Currently available educational game applications, however, are limited to a few particular cultures, with less attention to integrating local elements, particularly those of the Batak Toba culture. This study aims to identify the necessary features, design, and gamification models, as well as the factors influencing the effectiveness of educational games in enhancing understanding of local content, using the Game Development Life Cycle (GDLC) method with the addition of user needs analysis. The user needs analysis was conducted using a survey and Focus Group Discussions (FGD) with prospective user partners at primary schools in Toba. The user needs analysis indicated a need for a mobile application with interactive, user-friendly features. More than 33% chose adventure, with some challenges and trophies, to be played individually or as part of a team. Furthermore, the results of the survey and FGD served as the basis for the pre-production phase, which determined the game type, scenario, gameplay, and challenges. In the production phase, the game interface was designed according to user needs. The final stage of prototype testing indicated that 95% of respondents stated that the prototype depicted Batak cultural content. This research contributes to the implementation of GDLC by integrating user needs analysis into data collection to increase software satisfaction and acceptance. Further research is needed to analyze system testing and the application's impact on students' knowledge of the Batak Toba subject. Keywords: Local content, Educative game, User analysis, Culture, Gamification.

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