Garuda - Garba Rujukan Digital

Sosialisasi Edpuzzle Sebagai Sumber Pembelajaran Interaktif Destina Kasriyati; Refika Andriani; Herdi Herdi
Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Vol. 6 No. 1 (2023): Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan
Publisher : Universitas PGRI Palembang

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Teknologi sebagai media pembelajaran semakin berkembang seiring dengan perubahan zaman, Pemanfaatan multimedia sebagai sumber pembelajaran interaktif menjadi sebuah keharusan yang harus dikuasai oleh seorang Guru pada era teknologi informasi dan komunikasi. Sekolah Menengah Atas (SMA) Budhi Luhur Pekanbaru adalah sekolah mitra dari kegiatan pengabdian ini merupakan sekolah setingkat menengah atas yang melakukan menerapkan metode hybrid learning dalam proses pembelajaran. Untuk mendukung proses belajar ini, kepala sekolah menyatakan bahwa integrasi teknologi informasi dan komunikasi atau pemanfaatan media digital dalam aktivitas belajar masih sangat mendominasi. Menurut informasi dari beberapa guru, digitalisasi proses pembelajaran yang mereka terapkan seringkali tidak maksimal akibat kurangnya pengetahuan dan keterampilan dalam memanfaatkan teknologi tersebut. Hal ini disebabkan oleh kemampuan guru dalam menggunakan teknologi informasi dan komunikasi di sekolah mitra saat ini masih dilakukan secara konvensional, guru seringkali berbagi (sharing) ringkasan materi dan tugas di grup media social. Dengan kata lain, guru masih belum mampu mengendalikan seluruh proses pembelajaran berbasis multimedia secara penuh. Menurut pengakuan kepala sekolah, keadaan ini terjadi karena minimnya pelatihan pengembangan learning management system yang diikuti oleh guru di sekolah. Pelatihan yang diadakan oleh penyelenggara kebijakan seringkali hanya dapat diikuti oleh satu guru saja dari tiap-tiap sekolah. Mempertimbangkan permasalahan yang dihadapi oleh mitra, maka tim pelaksana kegiatan pengabdian kepada masyarakat telah menawarkan sebuah solusi berupa sosialisasi Sosialisasi Multimedia sebagai Sumber Pembelajaran Interaktif di Sekolah SMA Budi Luhur Pekanbaru. Kegiatan ini telah dilaksanakan secara tatap muka dan dihadiri oleh 9 peserta, yakni Guru-guru SMA Budhi Luhur. Adapun luaran dari kegiatan ini adalah adanya kerja sama, karya ilmiah berupa artikel yang akan diterbitkan pada media massa dan jurnal.

Teachers’ perception of Technological Pedagogical Content Knowledge (TPACK) in Teaching at Senior High School in Pekanbaru Syofianis Ismail; desi masari; Destina Kasriyati; Herdi Herdi; Refika Andriani
ELT-Lectura Vol. 10 No. 2 (2023): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v10i2.14695

A framework called TPACK outlines the knowledge that instructors require in order to incorporate technology into the planning, carrying out, and assessing of learning. TPACK integrates diverse learning tactics, combining appropriate technology with thinking strategies for when, when, and how to employ technology knowledge, pedagogy, and material. Integration of technology in teaching is carried out by teachers at SMA Negeri Olahraga Riau. The aim of this study is to explain the teachers’ perception of TPACK in the teaching process at SMA Negeri Olahraga Riau. The method was descriptive quantitative, a survey research design with a sample of 30 teachers. The entire sampling method is employed. The major tool for gathering data was the questionnaire. The data were obtained by descriptive analysis, using the sum of the scores, the mean, and the standard deviation, and then were descriptively interpreted. The results indicate that most teachers believe their level to be quite high. Measured by averaging the seven TPACK indicators—technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, and technological pedagogical knowledge—into a single score. The results suggest that teachers have the skills necessary to incorporate the TPACK framework into their lesson plans.

Multimedia in Translation Class: A Technology Acceptance Model Refika Andriani; Herdi Herdi; Destina Kasriyati
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.7735

In the era of revolution industry, it is believed that the integration of technology in the language learning activity widely increase. The purpose of the research was to investigate the implementation of multimedia as technology integrated in the Translation course learning activity. A quantitative approach is employed in this study with 47 students from English Education Department of Univesitas Lancang Kuning selected by using total sampling technique. This research was descriptive quantitative using survey design. The data collected by using a Likert Scale questionnaire with three indicators of Technology Acceptance Model (TAM) namely perceived usefulness, perceived ease of use, and attitude toward using. After that, the data was analysed by using descriptive statistic. Overall, it was found that the statistical data of multimedia implementation in the Translation course is about 3.99. It is claimed into “moderate” category. It indicates that the multimedia implementation in the Translation course helps the students to be more confident during the class. It also makes students enjoy the learning process. Multimedia also made the learning process become effective and efficient

Multimedia in Translation Class: A Technology Acceptance Model Refika Andriani; Herdi Herdi; Destina Kasriyati
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.7735

In the era of revolution industry, it is believed that the integration of technology in the language learning activity widely increase. The purpose of the research was to investigate the implementation of multimedia as technology integrated in the Translation course learning activity. A quantitative approach is employed in this study with 47 students from English Education Department of Univesitas Lancang Kuning selected by using total sampling technique. This research was descriptive quantitative using survey design. The data collected by using a Likert Scale questionnaire with three indicators of Technology Acceptance Model (TAM) namely perceived usefulness, perceived ease of use, and attitude toward using. After that, the data was analysed by using descriptive statistic. Overall, it was found that the statistical data of multimedia implementation in the Translation course is about 3.99. It is claimed into “moderate” category. It indicates that the multimedia implementation in the Translation course helps the students to be more confident during the class. It also makes students enjoy the learning process. Multimedia also made the learning process become effective and efficient

Principles and Applications of Generative and Cognitive Grammar: A Systematic Literature Riview Aura Syalshabillah; Destina Kasriyati; Refika Andriani
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 1 No. 3 (2024): EDUTREND: Journal of Emerging Issues and Trends in Education
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

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This study investigates the principles and applications of generative and cognitive grammar, focusing on their influence on language acquisition, literacy development, and second language learning. Spanning from 2020 to 2024, Databases such as Google Scholar and Crossref were used for the initial search, utilizing tools like Zotero and Publish or Perish. Keywords such as "generative grammar," "cognitive grammar," "applications," and "principles" An initial 1,200 articles were identified across Crossref and Google Scholar were employed. After applying rigorous inclusion and exclusion criteria, including the removal of duplicates and non-English articles, 35 articles were selected for in-depth analysis. Key findings highlight the positive impact of generative and cognitive grammar principles on engagement and outcomes in language learning, particularly for young and second language learners. Systematic and explicit instruction in these grammatical frameworks significantly improves syntactic and semantic skills. However, the review underscores the need for more empirical studies to establish standardized methodologies and assess long-term effects. The implications for practice, particularly in curriculum design and educational policy, are significant. Educators should integrate systematic instruction in generative and cognitive grammar into language learning programs, especially for young and second language learners. While grammatical skills are crucial for language development, instructional methods must be standardized to achieve lasting improvements. Additionally, the research indicates that early grammatical processing is a significant predictor of later language proficiency, emphasizing the need for early intervention and consistent instructional methods. Future research should continue exploring the most effective methods for teaching generative and cognitive grammar in diverse linguistic contexts, ensuring that all learners have the opportunity to develop strong language skills. This comprehensive understanding will aid in crafting educational policies and curricula that support robust language development across various learning environments.

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