Garuda - Garba Rujukan Digital

Can gadget manage the classroom? Jhoni Eppendi; Wandha Muliawaty; Aisyah Aisyah
Celt: A Journal of Culture, English Language Teaching & Literature Vol 21, No 2: December 2021 Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v22i1.3636

The Pandemic is switching the teaching and learning process, which usually organizes face-to-face into a virtual setting. This condition initiated research to determine how the gadgets influence students' learning motivation and whether gadgets can manage face-to-face or not. The respondents were thirty-six addicted and seventy-four non-addicted gadgets of junior and senior high school students from five districts in North Kalimantan. The data collected was a closed questioner, and an interview was conducted virtually. The results showed that the gadget motivates the students since it enables all the respondents to practically access the material and minimizes respondents' anxiety in expressing the ideas. Discouragingly, the gadget could not take place in the face-to-face learning setting. Non-addicted and most addicted respondents claim that face-to-face learning builds direct interaction between peers and teachers, which cannot be found in online classes. Furthermore, the e-learning class supplies unmanageable assignments with the defective explained material. The class often holds asynchronously and gives fewer responses once the students ask for a detailed explanation. Furthermore, once the synchronous class is hosted, the internet connection distracts the class.

PELATIHAN PENGEMBANGAN ATP DAN MODUL AJAR SEKOLAH PENGGERAK SEKOLAH LUAR BIASA NEGERI NUNUKAN Jhoni Eppendi
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 29, No 1 (2023): JANUARI-MARET
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkm.v29i1.31922

Program Sekolah Penggerak merupakan program Kementerian Pendidikan dan Kebudayaan Republik Indonesia yang dilaksanakan pertama kali pada tahun 2021. Sebagai program Angkatan pertama maka tidak jarang pelaksanaan kegiatan belum secara optimal dilakukan. Ditambah lagi, kondisi pakdemik saat ini yang menuntun kegiatan bimbingan teknis dilakukan secara daring dimana letak geografis peserta berpengaruh terhadap kwalitas jaringan sehingga tujuan bimtek belum sepenuhnya menjawab tujuannya. Terutama peserta yang berada diwilayah perbatasan, Binusan Nunukan. Kondisi ini yang membuat komite pembelajaran belum mampu sepenuhnya mengembangkan ATP dan Modul Ajar PSP padahal ATP dan Modul Ajar adalah kunci utama bagi komite pembelajaran dalam melaksanakan pengajaran yang sesuai dengan kondisi peserta didik. Sehingga pelatihan pengembangan ATP dan Modul Ajar secara luring kepada komite pembelajaran dimana bertujuan untuk meningkatkan kwalitas komite pembelajaran dalam menjalankan program sekolah penggerak. 15 guru dari Sekolah Luar Biasa Negeri Nunukan adalah peserta pelatihan pengembangan ATP dan Modul Ajar. Kegiatan dilakukan sebanyak 4 sesi dimana masing-masing sesi selama 240 menit. Kegiatan pelatihan menggunakan group discussion yang dilakukan dalam sesi 2, 3, dan 4. Kagiatan pelatihan menghasilkan ATP dan Modul ajar yang lengkap untuk PKN fase A dan Matematika fase D. Group discussion mengarahakan semua peserta berperan aktif dalam mengembangkan ATP dan Modul Ajar. Hasil evaluasi kegiatan pelatihan juga menunjukkan respon yang sangat positif dari semua peserta.

Shifting critical listening class to virtual learning during the Covid-19 pandemic Jhoni Eppendi
English Language Teaching Educational Journal Vol. 5 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i3.4874

Transforming the conventional face-to-face EFL learning into virtual learning has been believed to be an ideal alternative to education access in the middle of the COVID-19 outbreak. Hypothetically, abrupt transitions will require adaptation and rising practical predicament since the necessary toolkit must be allocated individually to conduct the listening Course. Thus, this study's purpose is to examine students' perception of the functioning of remote learning for Critical Listening class due to a prediction for drawing divergent language acquisition. This study involved forty-six students of the English education department at the Borneo University of Tarakan as research respondents. The data was recorded by distributing questionnaires and closed-ended questions through Google Forms and interview, while mixed analysis methodologies were applied. The questionnaire and interview result showed that students claim they struggle hard in the transitional phase and developing their educational outcomes. Most participants noticed an augmented listening performance in one teaching period, yet a higher chance of committing academic dishonesty than the prior learning circumstance. Therefore, the learning performance still needs enhancement in providing universally supported audios and solutions to plagiarism.

TEACHING SPEAKING BY USING ROLE PLAY TO THE EIGHTH GRADERS OF STATE JUNIOR HIGH SCHOOL 15 PALEMBANG Jhoni Eppendi
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 2 (2016)
Publisher : Universitas Jambi

English speaking skill is one of skills to be noticed in this globalization era. However, Indonesian English speaking skill was still low. Therefore, the objective of this study was to find out whether or not the use of Role Play strategy could improve students’ speaking performance. 60 out of 212 eighth graders of State Junior High School 15 Palembang were chosen randomly as the sample. In collecting the data, the pre-test and post-test were given to both groups to measure their speaking skill. The result showed that speaking achievement of the students who are taught by using role play were significantly improve those who were not. Role play could motivate and attract their attention to the lesson. They were active in expressing their ideas, feelings and opinions freely. The students like role play because it is like a game. Thus, the students enjoy to be active orally especially for shy students. It means that role play is effective to be used in teaching speaking to the Eighth Graders of State Junior High School 15 Palembang.

Classical Services Using HOTS-Based Interactive Multimedia for Fifth-Grader of Elementary School Desy Irsalina Savitri; Dian Fitri Nur'aini; Kartini Kartini; Mety Toding Bua; Jhoni Eppendi; Nindya Adiasty
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 7, No 2 (2023): September 2023
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v7i2.72206

This research was initiated by the insufficient learning media used in the classical service process applied by teachers. Teachers should implement classical services since students are taking formal education in elementary schools as the right way to start using HOTS-based learning, which will develop students’ critical thinking skills. The learning media will assist the teacher in optimizing potential achievement. The interactive multimedia combines audio and visual media to help students use learning technology 4.0, think critically, and increase student interest in the learning process. This study was a descriptive quantitative method to describe the feasibility results of HOTS-based learning media. The criteria for multimedia eligibility level was around 81-100%, which is a very feasible criterion. This data was obtained from a questionnaire through Google Forms. The feasibility questionnaire analysis defined that the media is feasible to use, where the teachers' response was 87.6%, and the students were 87.3%.

WORKSHOP PENDAMPINGAN PENELITIAN TINDAKAN KELAS (PTK) DAN PUBLIKASI JURNAL NASIONAL TERINDEKS SINTA BAGI GURU-GURU SMAN 1 TANJUNG PALAS Woro Kusmaryani; Firima Zona Tanjung; Ramli Ramli; Farid Helmi Setyawan; Jhoni Eppendi
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 9 (2023): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v6i9.3317-3329

Sebagai garda terdepan dalam mencerdaskan kehidupan bangsa, guru dituntut untuk terus meningkatkan profesionalismenya dalam pedagogi, praktik pembelajaran, dan riset. Adapun peningkatan keterampilan meneliti dan publikasi bagi guru masih menjadi tantangan, terbukti dengan masih sedikit guru yang belum melakukan penelitian seperti penelitian tindakan kelas serta keluhan guru yang merasa kesulitan menyusun penelitian tindakan kelas serta artikel publikasi. Salah satu upaya yang dapat dilakukan untuk mengatasi hal tersebut adalah dengan pendampingan dalam penyusunan dan pelaksanaan penelitian dan publikasi ilmiah sehingga berimplikasi pada keterampilan meneliti, peningkatan pedagogi, dan mutu penyelenggaraan aktivitas pembelajaran. Dengan signifikansi keterampilan bagi profesionalisme guru, Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas Borneo Tarakan melaksanakan Program Kemitraan Masyarakat (PKM) berformat workshop Penelitian Tindakan Kelas (PTK), pendampingan, dan penerbitan artikel pada jurnal ilmiah nasional. Para guru diharapkan dapat memanfaatkan kegiatan workshop mentoring ini untuk memahami konsep dan prosedur Penelitian Tindakan Kelas (PTK), publikasi di jurnal nasional, dan melakukan Penelitian Tindakan Kelas (PTK) serta publikasi di jurnal terindeks Sinta

WORKSHOP PENDAMPINGAN PENELITIAN TINDAKAN KELAS (PTK) DAN PUBLIKASI JURNAL NASIONAL TERINDEKS SINTA BAGI GURU-GURU SMAN 1 TANJUNG PALAS Woro Kusmaryani; Firima Zona Tanjung; Ramli Ramli; Farid Helmi Setyawan; Jhoni Eppendi
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 9 (2023): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v6i9.3317-3329

Sebagai garda terdepan dalam mencerdaskan kehidupan bangsa, guru dituntut untuk terus meningkatkan profesionalismenya dalam pedagogi, praktik pembelajaran, dan riset. Adapun peningkatan keterampilan meneliti dan publikasi bagi guru masih menjadi tantangan, terbukti dengan masih sedikit guru yang belum melakukan penelitian seperti penelitian tindakan kelas serta keluhan guru yang merasa kesulitan menyusun penelitian tindakan kelas serta artikel publikasi.Â Salah satu upaya yang dapat dilakukan untuk mengatasi hal tersebut adalah dengan pendampingan dalam penyusunan dan pelaksanaan penelitian dan publikasi ilmiah sehingga berimplikasi pada keterampilan meneliti, peningkatan pedagogi, dan mutu penyelenggaraan aktivitas pembelajaran. Dengan signifikansi keterampilan bagi profesionalisme guru, Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas Borneo Tarakan melaksanakan Program Kemitraan Masyarakat (PKM) berformat workshop Penelitian Tindakan Kelas (PTK), pendampingan, dan penerbitan artikel pada jurnal ilmiah nasional. Para guru diharapkan dapat memanfaatkan kegiatan workshop mentoring ini untuk memahami konsep dan prosedur Penelitian Tindakan Kelas (PTK), publikasi di jurnal nasional, dan melakukan Penelitian Tindakan Kelas (PTK) serta publikasi di jurnal terindeks Sinta

Domain-Specific Platform Alignment Predicts EFL Proficiency at an Indonesian University Nofvia De Vega; Jhoni Eppendi; Syarifa Rafiqa
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2267

Background: This study examines how four mobile-cloud platforms, BeL (reading), FlipGrid (speaking), Padlet (writing), and VoiceThread (listening), were integrated into EFL instruction through a domain-platform alignment model at a 3T-region Indonesian university. The study compares domain-level contributions to composite proficiency and does not claim to isolate platform-specific causal effects. Methodology: A quasi-experimental pre-test and post-test design was employed with 55 university students in advanced language courses. Stratified random sampling ensured proficiency-level representation. A 12-week structured intervention assigned each platform to one skill domain. Four participants were excluded for completing fewer than 80% of tasks, yielding a final sample of 51. Multiple linear regression was applied following verification of classical assumptions. Findings: The regression model was statistically significant (R = 0.960, R² = 0.921, F = 146.27, p < .001), with all four domain scores significant at p < .001. The R² value is largely expected given that the Total Language Proficiency Score is mathematically derived from the same four domain predictors, reflecting a compositional rather than independent predictive relationship. Standardized coefficients indicated reading as the strongest contributor (β = .433), followed by listening (β = .371), writing (β = .367), and speaking (β = .356). Post-intervention score improvements are reported as descriptive observations only, as no separate inferential pre-test to post-test analysis per domain pairing was conducted. Conclusion: These findings offer preliminary descriptive support for domain-differentiated platform use in 3T-region EFL higher education. Model explanatory power should be interpreted cautiously given the compositional constraint, and platform-specific causal claims require further experimental evidence. Originality: This study introduces a structured domain-platform alignment model enabling principled, domain-level comparison of platform integration within a single EFL study design.

Reframing EFL Pedagogy via Student Voices: A Reflexive Thematic Study of Non-Cognitive Dimension Jhoni Eppendi
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2213

Background: Learner autonomy and engagement are central to English as a Foreign Language (EFL) instruction. However, relational, emotional, and pedagogical factors shaping students’ experiences remain underexplored in Southeast Asian higher education. This study investigates how second-year undergraduate EFL learners experience and interpret emotionally responsive, participatory, and relationally grounded teaching practices, and how these practices shape learners’ engagement, psychological safety, and agency in English learning. Methodology: A qualitative approach was employed with 95 law undergraduate students in a compulsory English course at Universitas Borneo Tarakan. Data were collected through reflective journals, interviews, and classroom observations. Reflexive thematic analysis explored how learners experienced and interpreted emotionally responsive, participatory, and relationally grounded teaching practices. Findings: Six interrelated pedagogical dimensions emerged: Voice, Simplicity, Experience, Upliftment, Objectivity, and Accessibility. Across all dimensions, the lecturer’s consistent reinforcement of expectations, encouragement, and responsiveness was pivotal, fostering trust, predictability, and psychological safety. This consistency empowered students to engage confidently, take ownership of their learning, and experience a fair and inclusive classroom. Novel concepts such as pedagogical upliftment, instructional simplicity, and relational accessibility capture the affective and relational qualities of teaching most valued by learners. Conclusion: Non-cognitive dimensions, enacted through consistent pedagogical practice, are foundational to effective EFL instruction. Pedagogical consistency reinforces emotional presence, learner agency, and relational trust, creating classrooms where students feel safe, supported, and actively engaged. Originality: The study offers a student-informed, empirically grounded framework of non-cognitive EFL pedagogy, bridging theory and practice. By articulating six instructional dimensions and highlighting the role of pedagogical consistency, it addresses a critical gap in Southeast Asian higher education, providing actionable insights for inclusive, humanizing, and context-responsive teaching.

INOVASI MEDIA DIGITAL DAN MANUAL SEBAGAI SARANA PELATIHAN TUTOR PKBM DALAM PENGAJARAN LITERASI DAN NUMERASI Uli Agustina Gultom; Fitriawati; Jhoni Eppendi; Nofvia De Vega; Ridwan; Romlah Ulfaika; Winarno
Jurnal Pengabdian Kepada Masyarakat ITK (PIKAT) Vol. 7 No. 1 (2026): PIKAT : Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Institut Teknologi Kalimantan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35718/pikat.v7i1.8481859

Pelatihan tutor merupakan salah satu upaya yang dapat dilakukan untuk meningkatkan kualitas pembelajaran literasi dan numerasi termasuk di lembaga pendidikan nonformal. Artikel ini melaporkan kegiatan pengabdian masyarakat yang bertujuan memperkuat kompetensi tutor PKBM Melati I di Kota Tarakan melalui pelatihan terkait inovasi media pembelajaran berbasis digital dan manual untuk meningkatkan keterampilan literasi dan numerasi para peserta didik di PKBM tersebut. Kegiatan pengabdian ini menggunakan metode workshop partisipatif, mencakup penyampaian materi konseptual, demonstrasi media, dan refleksi. Evaluasi dilakukan melalui observasi dan angket respon tutor. Hasil kegiatan menunjukkan bahwa tutor mengalami peningkatan pemahaman terhadap konsep literasi dan numerasi, serta merasa lebih percaya diri dalam mengimplementasikan media pembelajaran di kelas seperti kartu literasi-numerasi dan poster pembelajaran. Media manual dinilai mudah digunakan dan direplikasi di kelas tanpa akses internet, sementara media digital dapat memberikan variasi aktivitas dan meningkatkan keterlibatan peserta didik. Pelatihan ini diharapkan menjadi alternatif model yang dapat direplikasi di PKBM lain dengan dukungan pendampingan lanjutan dan pengembangan modul berkelanjutan.

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