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All Journal Jaqfi : Jurnal Aqidah dan Filsafat Islam ABDIMAS SILIWANGI TEMALI : Jurnal Pembangunan Sosial PROJECT (Professional Journal of English Education) Hanifiya: Jurnal Studi Agama-Agama Focus JOLLT Journal of Languages and Language Teaching Jurnal Pengabdian Masyarakat Indonesia Jurnal PADMA: Pengabdian Dharma Masyarakat Jurnal Pengabdian Masyarakat (ABDIRA) Jurnal Iman dan Spiritualitas English Journal Literacy Utama Mamangan Social Science Journal Integritas Terbuka: Peace and Interfaith Studies
Seva, Kristining
Universitas Katolik Parahyangan
Religion Aerospace Engineering Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Public Health Social Sciences Other

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Fraters' Learning Approach for Understanding English Philosophical Texts Through the MOOC Seva, Kristining
Jurnal Iman dan Spiritualitas Vol. 4 No. 4 (2024): Jurnal Iman dan Spiritualitas
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jis.v4i4.42841

Abstract

This study examines the impact of the Frater learning approach through Massive Open Online Courses (MOOCs) in enhancing the reading comprehension skills of philosophy students tackling English-language philosophical texts. By integrating pre-tests, post-tests, and qualitative feedback, the research highlights how MOOCs address challenges in understanding dense and complex philosophical material. The findings reveal a significant 11% improvement in reading comprehension after MOOC participation, emphasizing its effectiveness in breaking down intricate concepts into manageable components. Key elements contributing to this success include segmented video content, which facilitates focused learning, and interactive assessments that reinforce comprehension in real time. This research underscores the potential of the MOOC-based Frater approach as an innovative solution for bridging language and content barriers in the study of philosophy.
Pelatihan Pengembangan Media Ajar Berbasis Multimodal kepada Guru-Guru SD Santa Melania, Bandung, Jawa Barat Asnita Sirait; Kristining Seva; Maria Widyarini; JH. Fandi Gilar Saputro Saputro; Kurniasih Kurniasih
Jurnal Pengabdian Masyarakat Indonesia Vol 5 No 4 (2025): JPMI - Agustus 2025
Publisher : CV Infinite Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jpmi.3687

Abstract

Penggunaan media ajar dapat meningkatkatkan keterlibatan dan pemahaman siswa dalam kegiatan belajar mengajar (KBM). Namun, tidak semua media ajar tersedia atau tidak mengikuti perkembangan materi. Dari hasil analisis kebutuhan yang dilakukan sebelum pengabdian di sekolah mitra, SD Santa Melania, Bandung, Jawa Barat, mitra mengalami keterbatasan media ajar dan kurangnya pendampingan dalam pengembangan media yang sesuai dengan perkembangan teknlogi. Tujuan Abdimas ini adalah untuk memberikan pendampingan kepada guru-guru SD Santa Melania dalam pengembangan media ajar berbasis multimodal untuk meningkatkan mutu pendidikan melalui interaksi, motivasi, dan kreativitas siswa dan guru. Pelatihan media berbasis multimodal mengaplikasikan teori Kress dan Lewin (2001) yang merujuk pada cara orang berkomunikasi menggunakan modes yang berbeda pada saat bersamaan. Pelatihan menggunakan pendekatan partisipasi aktif, orientasi kegiatan, pendekatan program, dan pendekatan kemandirian.  Pelatihan dilakukan dalam beberapa tahapan, yaitu (1) identifikasi karakter pelajar (sebagai acuan pengembangan media), (2) pengantar multimodal semiosis (eksposur pendekatan mutakhir yang bisa diterapkan dalam kelas), (3) pelatihan multimodal melalui pendekatan teknik mengajar, (4) brainstorming media melalui observasi kebutuhan siswa di kelas, (5) pelatihan STEAM, (6) pelatihan kreativitas multimodal, perancangan dan desain media.  Hasil dari pelatihan menunjukkan peningkatan pemahaman guru dalam kombinasi media multimodal seperti audio dan visual dalam pembelajaran dan peningkatan kreativitas guru dalam mendesain media ajar seperti flashcards dan poster.
Negotiating Tradition and Digitalization: The Cultural Agency of Indigenous Communities in Social Media Adaptation in Indonesia Paelani Setia; Moh. Dulkiah; Muhammad Ikhlas Rosele; Kristining Seva; Renatha Aisya Nazwanindya
Integritas Terbuka: Peace and Interfaith Studies Vol. 5 No. 1 (2026): Integritas Terbuka: Peace and Interfaith Studies
Publisher : Kongregasi Hati Kudus Yesus (RSCJ) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59029/int.v5i1.82

Abstract

This study analyzes how indigenous communities in Indonesia, particularly the Cireundeu Indigenous Community, manage the relationship between tradition and digitalization through practices of cultural agency in the use of social media. The study employs a qualitative approach with a case study design through interviews, participant observation, and analysis of community social media content. The findings show that digital adaptation in Cireundeu occurs through three forms of cultural agency. First, community elders demonstrate a cautious attitude toward social media as an effort to preserve the continuity of cultural values (resist). Second, the community adjusts the use of technology to existing customary norms (negotiate). Third, younger generations utilize social media for cultural education, tourism promotion, identity representation, and local economic development (enact). This process is supported by collaboration among community members, universities, local government institutions, and other digital actors. The study shows that the community does not perceive social media as a threat to tradition. Instead, community members use social media as a medium to reproduce cultural identity and expand the visibility of the indigenous community. This study contributes to the scholarship on indigenous communities and digital transformation by proposing a cultural agency-based digital adaptation model that explains the relationship between tradition and technology within the context of indigenous communities in Indonesia.
Depicting Life Through Conceptual Metaphor: an Art-Linguistic Analysis of Students’ Works in an Aesthetics Course Kristining Seva; Ignatius Bambang Sugiharto; Asnita Sirait; Anniek Orye
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18561

Abstract

Metaphor is recognized in cognitive linguistics as a mechanism through which individuals conceptualize abstract experiences in concrete terms. While extensive research has examined metaphor in verbal discourse, comparatively less attention has been given to how conceptual metaphors work in students’ visual artworks, particularly within an aesthetics course, which is a mandatory university subject for all regular students. Investigating conceptual metaphors of ‘life’ in student artworks is valuable because it reveals how cognitive processes, disciplinary backgrounds, and multimodal resources interact in meaning-making practices. This study probes how students use visual metaphors in the aesthetics subject. Data collected from artworks, titles, essays, interviews, and discussions were analyzed; the analysis was conducted in two stages: CMT (Conceptual Metaphor Theory) was used to identify source–target mappings underlying students’ metaphors (e.g., Life is a Ladder, Life is a Reflection); MDA (Multimodal Discourse Analysis)was applied to examine how visual elements such as composition, colour, material choice, and spatial arrangement reinforced and expanded metaphorical meanings. The findings reveal a clear disciplinary pattern: students from scientific backgrounds tend to construct structured, linear metaphors, whereas students from social sciences and humanities produce more layered, abstract, and narrative-driven metaphors. This indicates the multiple cognitive structures of metaphor as an art form and their societal settings. These findings contribute to art education by demonstrating how metaphor-based pedagogy fosters reflective thinking, interdisciplinary awareness, and multimodal literacy. Moreover, the study provides empirical evidence that meaning-making of ‘life’ in art classrooms emerges through the interaction of cognitive mapping and semiotic resources.
Co-Authors Anniek Orye Budi Setiandari Chandra Wijaya Chandra Wijaya Demetrius, Wilfridus Her Riadi, Tri Joko JH. Fandi Gilar Saputro Saputro Kurniasih Kurniasih Mimar, Neng Hilma Moh. Dulkiah Muhammad Ikhlas Rosele Paelani Setia Prof. Dr. I. Bambang Sugiharto Renatha Aisya Nazwanindya Saputro, Jh. Fandi Gilar SIGA, WILLFRIDUS DEMETRIUS Siga, Willfridus Demetrius Simanjuntak, Mardohar Batu Bornok sirait, asnita Thomson Radesman Lingga Thomson Radesman Lingga Thomson Radesman Lingga Topik Mulyana Tri Joko Her Riadi Tutik Rachmawati Wilfridus Demetrius Siga, Wilfridus Demetrius Zhukhruffa, Syayu