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All Journal MAKNA: Jurnal Kajian Komunikasi, Bahasa dan Budaya Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan International Journal of Islamic Educational Research
Lilis Sholihah
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Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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THE CORRELATION BETWEEN STUDENTS’ VOCABULARY AND THEIR ABILITY IN TRANSLATING ENGLISH TEXT AT THE SIXTH SEMESTER STUDENTS OF UM METRO Eko Yunius Setiawan; Lilis Sholihah
Makna: Jurnal Kajian Komunikasi, Bahasa, dan Budaya Vol 2 No 2 (2017): MAKNA : Jurnal Kajian Komunikasi, Bahasa dan Budaya
Publisher : Fakultas Komunikasi, Sastra, dan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33558/makna.v2i2.788

Abstract

The research aimed to analyse the students’ vocabulary mastery, the students’ ability in translating English text, and the correlation between students’ vocabulary mastery and students’ ability in translating English text. This research is a quantitative research by using correlation method. The respondents are sixth semester undergraduate students of Muhammadiyah University of Metro. The technique of the sampling is a total sampling. The applied data collecting techniques are tests of vocabulary mastery and ability in translating English text. The present research used Lilliefors’ formula to test the normality of the research and Product Moment Correlation to test the hypothesis. The findings showed positive and significant correlations between students’ vocabulary mastery and students’ ability in translating English text, it is proven by rxy= 0,507 and is consulted by =0,312 and the result is 0,507 > 0,320. Furthermore, the significant level is gotten = 3,622, this value is compared with for the degree of error 5% by two tail test and dk= n-2 = 38, so it is obtained = 2.02439. Because of ≠0, it can be said that between X and Y variables have a significant correlation. Because the vocabulary mastery and translation ability are correlated with each other, the English learner should increase their mastery of vocabulary to support their ability in translating English text
PELATIHAN PENGGUNAAN APLIKASI CANVA SEBAGAI MEDIA PEMBUATAN BAHAN AJAR DALAM PEMBELAJARAN BAHASA INGGRIS BAGI GURU SMP DI KOTA BANDAR LAMPUNG Deddy Supriady; Lilis Sholihah; Yasmin Shafira Adani
Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan Vol 6 No 3 (2022)
Publisher : Lembaga Penelitian dan Pengabdian Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jss.v6i3.372

Abstract

Dalam kondisi yang sedang kita alami sekarang ini, pembelajaran daring menjadi solusi yang tepat pada dunia pendidikan untuk tetap melaksanakan kegiatan pembelajaran. Hal ini menimbulkan tantangan baru dalam dunia pembelajaran, salah satunya adalah kurangnya rasa ketertarikan dan motivasi siswa dalam pembelajaran daring. Adapun cara meningkatkan minat siswa yaitu dengan memberikan bahan ajar/ materi yang menarik perhatian siswa. Hal tersebut dilakukan agar pembelajaran tidak terasa membosankan. Canva merupakan aplikasi yang dapat digunakan oleh guru untuk membuat bahan/materi ajar yang menarik dan inovatif. Tujuan dari kegiatan ini adalah meningkatkan kemampuan guru-guru SMP/Sederajat di Kota Bandar Lampung dalam mengoptimalisasikan teknologi dan kemampuan untuk menciptakan bahan ajar menggunakan aplikasi Canva. Langkah- langkah kegiatan yang dilakukan dalam pengabdian pada masyarakat ini meliputi beberapa tahapan, diantaranya: a) tahap analisis, b) tahap perancangan, c) tahap pelatihan, dan d) tahap evaluasi. Kata kunci: Teknologi, Canva, Pelatihan, Bahan/Materi Ajar
The Development of Guided Inquiry Learning Model Based on Islamic Values in Islamic Education Courses Lilis Sholihah; Aan Hasanah; Hariman Surya Siregar; Nurhamzah Nurhamzah; Fuad Fazil Osmanov
International Journal of Islamic Educational Research Vol. 2 No. 4 (2025): October : International Journal of Islamic Educational Research
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijier.v2i4.481

Abstract

Islamic education learning models in campus environments often face challenges in integrating critical thinking with religious character building. Dogmatic and lecturer-centered learning makes students less involved in discovering contextual religious meaning. This study aims to explore the development of an Islamic value-based Guided Inquiry learning model in Islamic education courses. The research method used is Research and Development (R&D) with an adaptation of the Thiagarajan, Semmel & Semmel model using the 4D approach (Define, Design, Develop, Disseminate), as well as a combination of quantitative and qualitative methods (mixed methods) through tests, questionnaires, observations, interviews, and reflective journals. Quantitative analysis used a mean difference test. The results showed that the developed model consisted of eight phases, namely Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate, which were integrated with Islamic values, such as faith, honesty, responsibility, and tolerance. Expert validation showed high feasibility, namely 93.33%. The implementation in the student classroom showed the feasibility of the model syntax with an average observation score of 87.4%, with the Open and Share phases being the most consistent. Empirically, the developed model was effectively implemented in PAI learning with an increase in the average score in meeting I from 58.24 to 73.23, in meeting II from 66.17 to 84.5, and in meeting III, the average score increased from 55.34 to 81.78. The developed model had a very strong impact on shaping student behavior, as shown by the questionnaire results with a score of 93.48%. Supporting factors included the learning environment (with an influence score of 4.55), lecturers and teaching methods (influence score of 4.78), students (influence score of 4.19), and curriculum and material factors (score of 4.37). This means that these factors were identified as factors influencing the development of the learning model.
Co-Authors Aan Hasanah Deddy Supriady Dimas Redianto Winardi Eko Yunius Setiawan Fuad Fazil Osmanov Hariman Surya Siregar Heny Cahaya Meidina Hery Yufrizal Huzairin Huzairin Muhammad Sukirlan Nia Itami Nurhamzah Nurhamzah Nurjihan Zulfa Dzihni Syifa Kurnia Ramadhani Yasmin Shafira Adani Yuni Kartika Fitri