Article Per Year (5 Year)
p-Index From 2020 - 2025
1.347
P-Index
This Author published in this journals
All Journal EXPOSURE JOURNAL SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Sinestesia Indonesian Journal Of Educational Research and Review JOSAR (Journal of Students Academic Research)
Adin Fauzi
Universitas Islam Balitar
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search

 1 
DEVELOPING AN EXTENDED FLIPPED CLASSROOM FOR TEACHING ENGLISH AT PRIMARY SCHOOL: THE PLAN, FLIP, ASSESS, REFLECT (PFAR) MODEL Adin Fauzi; Miza Rahmatika Aini
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 9, No 2 (2020): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v9i2.4182

Abstract

It is widely known that teacher-centered learning still dominates the current teaching and learning practice. This practice leads to an ineffective learning process since the students are not optimally engaged in it. Additionally, the teachers’ challenge is growing due to the implementation of online learning during the Covid-19 pandemic.To address these challenges, this study developed a flipped classroom named the Plan, Flip, Assess, and Reflect (PFAR) model for teaching English at primary school. This model is able to transform the traditional learning into an interactive learning process by mixturing online and face-to-face learning. The PFAR model consists of four steps: 1) planning the lesson; 2) flipping the lesson; 3) assessing learning; and 4) reflecting upon learning. The steps in developing this model include 1) need analysis; 2) design and development; 3) validation and revision; 4) preliminary field test; 5) product revision; 6) main field test; and 7) final revision and dissemination. These processes lead to a production of the PFAR model. The result of validation revealed that the quality of the PFAR model was between good and excellent. They agreed that the PFAR model is beneficial for English teachers at primary school.The result of experiment also indicated that the PFAR model had a significant effect on the students’ English speaking skill. It significantly improved the students’ speaking skill. English teachers of primary school can directly adopt or adapt the PFAR model to create an effective and interactive learning process after the Covid-19 pandemic.
The In-Class Flip Model In Teaching Speaking: Improving Elementary Students’ Skill And Learning Process Adin Fauzi
Indonesian Journal Of Educational Research and Review Vol. 3 No. 2: July 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (753.579 KB) | DOI: 10.23887/ijerr.v3i2.26600

Abstract

This study aimed to enhance the students’ speaking skill and the learning process of speaking by implementing the in-class flip model. The participants of this classroom action research were grade V students of an Islamic elementary school. There were six students who participated in this study. This study was conducted in one cycle consisting of two meetings. The data were collected through observation, interview, and rubric. The findings indicate that the students’ speaking skill improve after learning in the in-class flip model. Before this study, the students struggled with speaking. At the end of this study, the students perform better in speaking in the aspects of vocabulary, pronunciation, and structure. The learning process is student-centered thanks to group activities. The students are also more active, motivated, responsible, and cooperative during the learning process. This study concludes that the in-class flip model is effective to teach English to young learners.
Developing Hand Puppet Video as Media for Teaching and Learning Speaking in Senior High School Zukhruf Irfan Maulana; Dian Fadhilawati; Adin Fauzi
Jurnal Sinestesia Vol. 12 No. 2 (2022)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objectives of this study are to establish the model of hand puppet video for teaching and learning speaking in Senior High school that focused on narrative text, to discover the feasibility of hand puppet video for teaching and learning speaking, and to know the teacher’s and student’s responses toward the use of hand puppet video for teaching and learning speaking in senior high school. This study adapted Sugiyono's models that include some steps such as: analyzing potentials, problems, and solutions, Design and development, Experts Validation and revision, Teachers’ and students’ perception, evaluation and revision, and Final product and publication. The finding of this research showed that 1) the developed hand puppet video for teaching learning speaking covered three parts, they were; part 1 (introduction), part 2 (video), and part 3 (exercise) with additional setting features. Part 1 (introduction) consists of a description, material of the narrative text, how to play, and references, Part 2 (video) consists of the narrative stories video in the forms of legend and fable, and Part 3 (exercise) in the form of Retelling the story with the student’s own word. Furthermore, The Hand Puppet Video is also completed with three guide books they are for teachers, students, and the public users 2) The Model Hand Puppet Video was valid to be used as media for teaching and learning speaking n Senior High School, it was revealed by the validation average results from material experts 81, 3 % (very valid) and media experts 88.5% (Very Valid). 3) The teachers and Students showed very positive responses toward the developed product as it is proved by the average results of the questionnaire given to teachers= 87.2% (Very positive), and students’ responses of 87.75% (Very Positive). Referring to the findings, it is suggested for the teachers and students to use the developed product as media for teaching and learning to speak of narrative text in senior high school.
THE PFAR-BASED FLIPPED CLASSROOM AT ELEMENTARY SCHOOL: STUDENTS’ VOCABULARY MASTERY Adin Fauzi; Dinda Saroh Wahdati; Fu’ad Sholikhi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8890

Abstract

Vocabulary mastery is essential to help students learn English. However, many elementary students struggle with having sufficient vocabulary. This classroom action research aims to improve elementary students' vocabulary mastery through the PFAR-based flipped classroom. PFAR, which stands for Plan, Flip, Assess, and Reflect, is a recent development of flipped classroom for teaching English to young learners. The participants of this study included 15 grade VI students from an Islamic elementary school. The data were collected using tests, observations, and interviews. The findings revealed that the PFAR-based flipped classroom enhanced the students' vocabulary mastery. This improvement was made possible by active learning during vocabulary lessons. The students learned vocabulary through videos, pictures, and academic games, both online and in face-to-face classes. The results of the tests showed that the students were able to achieve the learning objectives, namely (1) understanding the meaning of certain vocabulary; (2) writing certain vocabulary with correct spelling; and (3) applying certain vocabulary in simple sentences. All the students yielded a mean score of more than 70 on five vocabulary tests. In addition, they became more active during the lessons and confirmed that the entire learning process was more attractive. All of this evidence suggests that this research was successful in improving students' vocabulary mastery.
PENDAMPINGAN PENGOPERASIAN TIK UNTUK MENUNJANG PELAKSANAAN AKM DI SD NEGERI MARON Nabila Wahyuanna Azzunny; Lili Miranda Putri; Melinda Febriana; Muhimatul Aliyah; Adin Fauzi
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 6, No 4 (2022): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v6i4.11053

Abstract

ABSTRAKAsesmen Kompetensi Minimum (AKM) merupakan asesmen yang mengukur kemampuan minimal yang dibutuhkan siswa untuk dapat belajar dan merupakan bentuk penyederhanaan dari Ujian Nasional yang begitu kompleks. AKM ini dirancang untuk mengukur capaian kognitif peserta didik yang meliputi literasi dan numerasi. Pelaksanaan pengabdian bertema teknologi pendidikan ini bertujuan untuk memberi pendampingan TIK kepada siswa peserta AKM di SD Negeri Maron. Sebelum pelaksaan program, koordinasi dilakukan dengan kepala sekolah dan wali kelas terkait dengan data diri siswa yang mengikuti program persiapan AKM, yang meliputi pendampingan TIK. Dikarenakan media TIK tidak sebanding dengan siswa yang ada, maka program ini dilaksanakan selama 2 hari dengan dibagi menjadi beberapa sesi per harinya. Kendala yang dialami selama pendampingan TIK dan simulasi AKM adalah beberapa laptop yang bermasalah dan siswa yang masih awam dalam mengoperasikan media TIK tersebut. Oleh karena itu, diperlukan pendampingan secara pribadi dalam mengoperasikannya. Setelah adanya pendampingan TIK dan simulasi AKM, siswa mampu mengoperasikan TIK untuk menunjang pengerjaan AKM. Kata kunci: AKM; pendampingan; TIK ABSTRACTThe Minimum Competency Assessment (AKM) is an assessment that measures the minimum skills required by students to be able to learn. It is a simplification of the complex National Examination. AKM is designed to measure the students’ cognitive achievement, namely literacy and numeracy. This community service, focusing on educational technology, aims to assist students in supporting the implementation of AKM at SD Negeri Maron. Before implementing this program, coordination was carried out with the school principal and the homeroom teacher regarding the personal data of students who participated in the preparation of AKM, which includes ICT assistance. Since the number of ICT tools is not comparable to the number of students, this program was implemented in two days, consisting of several sessions per day. The obstacles during the ICT assistance included technical problems and unfamiliarity of the students with ICT. As a result, personal assistance was strongly needed. After receiving assistance, the students are able to operate ICT to complete AKM. Keywords: AKM; assistance; ICT
GO GOLD GENERATION WEB-BASED QUIZ FOR TEACHING AND LEARNING GRAMMAR IN SENIOR HIGH SCHOOL: RESEARCH AND DEVELOPMENT Nurur Riszkasari; Dian Fadhilawati; Adin Fauzi
JOSAR (Journal of Students Academic Research) Vol 6 No 2: June 2021
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/josar.v6i2.2047

Abstract

This research aims to establish the Go Gold Generation (3G) Web-Based Quiz for teaching and learning grammar that focused on simple past tense, present perfect tense, and past continuous tense, to discover the appropriateness of 3G web-based quiz for teaching and learning grammar, and to find out the teachers’ and students’ responses toward the use of 3G web-based quiz for teaching and learning grammar to the tenth-grade students. The researchers adapted Sugiyono’s research and development framework as a reference. The adaption has been formulated into three phases, which were: foundational research; design and development; and perception test and finalization. The research result showed that the validation score was 89,73% included in the “Very Valid” category. The result of teachers’ and students’ responses score was 89,09% included in the “Very Good” category. It means that a 3G web-based quiz can be applied as an alternative media for teaching and learning grammar to the tenth-grade students in senior high school. Furthermore, the final product of the model consisted of 3G Web-Based Quiz, guidebooks for teachers and students, and assessment guidelines.
A Model of Digital Vo-Book with Crossword for Teaching and Learning Vocabulary in Seventh Grade Junior High School t Blitar: Research and Development Julia Ike Darmayanti; Dian Fadhilawati; Adin Fauzi
JOSAR (Journal of Students Academic Research) Vol 7 No 1: March 2022
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/josar.v8i1.2128

Abstract

This research objectives are to develop a model of Digital Vo-Book with Crossword for Teaching and Learning Vocabulary, to find out the appropriateness of Digital Vo-Book with Crossword for Teaching and Learning Vocabulary, and to know the teachers' and students' perceptions toward the use of development Digital Vo-Book with Crossword for Teaching and Learning Vocabulary in Seventh Grade Junior High School. This research adapted Sugiyono's R & D model. These research problems consisted of six steps: (1) data collections and finding potential and problem, (2) design and development, (3) expert validation and revision, (4) teachers’ and students’ perceptions, (5) evaluation by experts and revision, and (6) final product and publication. The result of material validation 90.6% and media validation 85.7% included in the "Very Valid" category. The result of the teacher's perception of 88.2% and the student’s perception 86.98% included in the "Very Good" category. It means that Vo-Book can be applied as an alternative media for teaching and learning vocabulary to seventh-grade students in Junior High School. The final product of the model consisted of a digital Vo-Book with a crossword, and 3 guidebooks for student, teacher, and public.
DEVELOPING CofiD-20 GAME FOR TEACHING READING COMPREHENSION TO THE TENTH GRADE STUDENT: RESEARCH AND DEVELOPMENT Yudhi Irawan; Supriyono; Adin Fauzi
JOSAR (Journal of Students Academic Research) Vol 7 No 2: September 2022
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/josar.v8i2.2414

Abstract

The purpose of this study was to determine the game as a medium for learning reading comprehension that focuses on descriptive text, to determine English reading skills for learning reading comprehension, and to determine the ability of teachers and students' responses to the use of these media for learning reading comprehension in high school. The researcher adapted Sugiyono's research and development framework as a research reference. Adaptation is formulated in three phases, namely: basic research; design and development; and perception and finalization tests. The results showed that the game-based learning media had been validated by media and material experts and the responses of teachers and students had been carried out. The results of media experts 88.5% are included in the "Very Valid" category and an average of 81.3% material experts are included in the "Very Valid" category. The average teacher response was 87.2% included in the "Very Good" category and the average student response was 87.75% included in the "Very Good" category. From the results of the research above, it can be concluded that CofiD-20 Game as a learning media is valid and feasible to be used as a learning medium for learning reading comprehension.
Co-Authors Dinda Saroh Wahdati Fadhilawati, Dian Fu'ad Sholikhi Julia Ike Darmayanti Lili Miranda Putri Melinda Febriana Miza Rahmatika Aini Muhimatul Aliyah Nabila Wahyuanna Azzunny Nurur Riszkasari Supriyono Supriyono Yudhi Irawan Zukhruf Irfan Maulana