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ANALYSIS OF PROJECT-BASED LEARNING (PJBL) IN THE MEDIA FOR TEACHING INDONESIAN LANGUAGE AND LITERATURE COURSE Asih Andriyati Marliyah; Nurhayati Ganinda; Rini Lindawati; Wawan Hermawan
MATAPENA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 7 No. 02 (2024): Desember 2024
Publisher : Indonesian language and literature education program Majapahit Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36815/matapena.v7i02.3697

This research aims to analyze the implementation of Project-Based Learning (PjBL) in the Media for Teaching Indonesia Language and Literature Course, focusing on the process, benefits, and challenges of PjBL implementation. The research method used in this study is qualitative descriptive research. The primary data of this research are the results of observations and documentation studies. The data sources for this research include the learning process of the course with practitioners, lesson plans, and student project results. The results of this study indicate that in the project-based learning process, there are three stages, namely 1) project launch, 2) guided inquiry and product creation, and 3) project conclusion. Meanwhile, the benefits of implementing PjBL are (1) practical skills, (2) collaboration and teamwork, (3) creativity and innovation, and (4) problem-solving. Lastly, there are challenges in implementing PjBL: (1) limited time, (2) resources and access to technology, (3) students' technological skills, and (4) subjective evaluation. Keywords: Learning, Project-Based Learning (PjBL), Media

Enhancing Multimodal Text : Digital Flashcard for English Writting Skill Development Novita, Anggun Triya; saifulloh, Ahmad Iklil; Lindawati, Rini
Philosophiamundi Vol. 2 No. 5 (2024): Philosophiamundi October 2024
Publisher : PT. Kreasi Karya Majakata

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This study investigates the effectiveness of multimodal text methods to enhance narrative writing skills of EFL students at SMP Terpadu Darul Dakwah. The research employs a pre-experimental design involving pre-tests, treatments, and post-tests to measure the impact of teaching narrative texts using folktales packaged in flashcards. The results indicate a significant improvement in students' writing abilities, through the increased average scores from pre-test to post-test. The study also incorporates responsive teaching with barcode flashcards to integrate technology into the learning process, making it more engaging and relevant for students. Multimodal texts, combining video, audio, and visual elements, can effectively enhance language skills and student engagement in writing narrative texts. The research provides valuable insights for educators seeking innovative methods to improve writing instruction and suggests that incorporating multimodal texts and folktales can significantly enhance EFL students' narrative writing skills.

Students’ Perception Of Using Canva In Paragraph Writing Class Rokhmatin, Siti Elvyn; Lindawati, Rini; Ganinda, Nurhayati
Philosophiamundi Vol. 2 No. 5 (2024): Philosophiamundi October 2024
Publisher : PT. Kreasi Karya Majakata

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This study aims to find out the students’ perceptions of the Canva application in the Paragraph Writing class and the students’ perceptions when working on projects in the Paragraph Writing class. The research was conducted in the English Education Department at Majapahit Islamic University. This study seeks the students’ perceptions of using the Canva application in the learning process and their experiences in project-based learning tasks. This study used a descriptive qualitative method. The researcher used Focus Group Discussions (FGD) as the data collection technique. Focus Group Discussion conducted by researchers with a group of people over time. This group of people was not interviewed separately, but together in the form of a forum. In this research, two findings was found out students’ perceptions in the Paragraph Writing class and students’ projects in the Paragraph Writing class. First, all students gave positive perceptions regarding their understanding of the learning in the class using the Canva application as the media. Students also stated they benefitted from the advantages of using the Canva application in learning. Second, the Canva application helped students complete their projects, although challenges and obstacles arose when students directly applied Canva as an assisting medium. In conclusion, the learner’s perception of the Canva application in the Paragraph Writing class was positive because Canva helps students understand the learning material better. The project also had positive results because it was easier for students to complete the project of creating a digital fiction book. Through this research, the researcher hopes that in future research the results of this study could be used in compiling further research designs that are relevant and more varied

The Correlation Between Students’ Comprehension of Reading and Their Vocabulary Mastery Rahmawati, Yulis Dwi; Lindawati, Rini; Ganinda, Nurhayati
Philosophiamundi Vol. 2 No. 6 (2024): Philosophiamundi December 2024
Publisher : PT. Kreasi Karya Majakata

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This research to find out the correlation between students’ comprehension of reading and their vocabulary mastery. This study uses correlational research. The population of this study were second-grade students of SMA Islam Brawijaya in the academic year 2023/2024. The sample consisted of 30 students. The main problem in this study was to determine whether there was a relationship between students' vocabulary mastery and their reading comprehension skills in learning English. The techniques used to obtain data are: first, collecting data from students' vocabulary tests and reading comprehension tests; second, calculating and classifying students' vocabulary mastery tests and students' reading comprehension; third, analyzing students' vocabulary scores and students' reading comprehension; finally, drawing conclusions based on the data. The results of the analysis show that there is a significant correlation between students' vocabulary mastery and their ability to understand a reading. This is proven because the average vocabulary mastery of students is 76.66, In the vocabulary table, the level of vocabulary mastery scores of students get a good score. Meanwhile, the score of students' reading comprehension is 84.66, In the table of scores of students' reading comprehension levels, students get a good score.

The Perception of Teacher and Student on Poster Use in Islamic Center Senior High School Amaruddin, Muhammad; Saifulloh, Ahmad Iklil; Lindawati, Rini
Philosophiamundi Vol. 2 No. 5 (2024): Philosophiamundi October 2024
Publisher : PT. Kreasi Karya Majakata

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This study examined the perceptions of teachers and students regarding the use of posters as a teaching tool at Islamic Center Senior High School. This research aimed to know teachers and students perception on poster use in teaching public speaking. This research respondents was the second grade class of Islamic Center Senior High School. This study instrument used interview for gathering data. This research used qualitative analysis with descriptive qualitative approach, the findings reveal that posters are positively viewed by both teachers and students deep perception, as they enhance effectiveness and retention. This study underscored the significance of how effective responsive visual aids in improving public speaking skills. This research addressed the challenges of teaching and learning English public speaking in an EFL context, focusing on students' fear, discomfort, and pronunciation issues, and proposed using digital posters as a tool to improve their public speaking skills and instill important values.

LOKAKARYA PROGRAM SEKOLAH PENGGERAK (PSP) ANGKATAN 3 TAHUN PERTAMA KABUPATEN MALANG: KOMUNITAS BELAJAR 2 Lindawati, Rini; Assiddiq, Muhammad Azwar; Ganinda, Nurhayati
Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan Vol. 9 No. 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jss.v9i1.569

Sekolah memiliki peluang melalui Program Sekolah Penggerak (PSP) untuk menerima pendampingan dari Fasilitator Sekolah Penggerak (FSP) mengenai Implementasi Kurikulum Merdeka (IKM). Fasilitator dapat melakukan pendampingan PSP melalui lokakarya. Salah satu tema lokakarya PSP adalah Komunitas Belajar 2. Tujuan dari kegiatan pengabdian masyarakat ini adalah untuk memberikan pemahaman kepada peserta lokakarya mengenai konsep pengembangan komunitas belajar, yang diharapkan dapat meningkatkan hasil belajar peserta didik. Peserta lokakarya terdiri dari pengawas sekolah, kepala sekolah, dan dua perwakilan guru Komite Pembelajaran (KP). Di SMP Negeri 1 Kepanjen, Kabupaten Malang, terdapat 40 peserta yang menghadiri lokakarya tersebut. Peserta dapat menerapkan pemahaman mereka mengenai konsep komunitas belajar 4 pilar serta beyond PD melalui metode alur MERRDEKA, yang mencakup langkah-langkah: Mulai dari diri, Eksplorasi konsep, Ruang kolaborasi, Refleksi terbimbing, Demonstrasi kontekstual, Elaborasi pemahaman, Koneksi antar materi, dan Aksi Nyata.

LOKAKARYA PROGRAM SEKOLAH PENGGERAK (PSP) ANGKATAN 3 TAHUN PERTAMA KABUPATEN MALANG: KOMUNITAS BELAJAR 2 Lindawati, Rini; Assiddiq, Muhammad Azwar; Ganinda, Nurhayati
Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan Vol. 9 No. 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jss.v9i1.569

Sekolah memiliki peluang melalui Program Sekolah Penggerak (PSP) untuk menerima pendampingan dari Fasilitator Sekolah Penggerak (FSP) mengenai Implementasi Kurikulum Merdeka (IKM). Fasilitator dapat melakukan pendampingan PSP melalui lokakarya. Salah satu tema lokakarya PSP adalah Komunitas Belajar 2. Tujuan dari kegiatan pengabdian masyarakat ini adalah untuk memberikan pemahaman kepada peserta lokakarya mengenai konsep pengembangan komunitas belajar, yang diharapkan dapat meningkatkan hasil belajar peserta didik. Peserta lokakarya terdiri dari pengawas sekolah, kepala sekolah, dan dua perwakilan guru Komite Pembelajaran (KP). Di SMP Negeri 1 Kepanjen, Kabupaten Malang, terdapat 40 peserta yang menghadiri lokakarya tersebut. Peserta dapat menerapkan pemahaman mereka mengenai konsep komunitas belajar 4 pilar serta beyond PD melalui metode alur MERRDEKA, yang mencakup langkah-langkah: Mulai dari diri, Eksplorasi konsep, Ruang kolaborasi, Refleksi terbimbing, Demonstrasi kontekstual, Elaborasi pemahaman, Koneksi antar materi, dan Aksi Nyata.

The Effectiveness of Multimodal Texts to Enhance Writing Narrative Text of EFL Students Anggun Triya Novita; Ahmad Iklil Saifulloh; Rini Lindawati
Jurnal Bintang Pendidikan Indonesia Vol. 2 No. 4 (2024): November : Jurnal Bintang Pendidikan Indonesia
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jubpi.v2i4.3286

This study investigates the effectiveness of using multimodal text methods to enhance the narrative writing skills of EFL students at SMP Terpadu Darul Dakwah. The research employs a pre-experimental design involving pre-tests, treatments, and post-tests to measure the impact of teaching narrative texts using folktales packaged in flashcards. Results indicate a significant improvement in students' writing abilities, evidenced by increased average scores from pre-test to post-test. The study also incorporates responsive teaching with barcode flashcards to integrate technology into the learning process, making it more engaging and relevant for students. Multimodal texts, combining video, audio, and visual elements, can effectively enhance language skills and student engagement in writing narrative texts. The research provides valuable insights for educators seeking innovative methods to improve writing instruction and suggests that incorporating multimodal texts and folktales can significantly enhance EFL students' narrative writing skills.

Hybrid Learning In English Language Learning: Students and Teachers Perception Putri, Galuh Isbiyantari; Lindawati, Rini; Mardiana, Wiwik
Philosophiamundi Vol. 2 No. 4 (2024): Philosophiamundi August 2024
Publisher : PT. Kreasi Karya Majakata

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This research uses the hybrid learning method to discuss the perceptions of students and teachers in English language learning. This study aims to understand how students and teachers perceive English language learning through the hybrid method. This research used a descriptive qualitative method, with data obtained through interviews and questionnaires. The study focuses on students and teachers from the Faculty of Teacher Training and Education, English Department, at Universitas Islam Majapahit. The results of this research indicate that both students and teachers have positive responses toward using hybrid learning in English language education. Hybrid learning facilitates students' understanding of the material, as they can review the instructional videos on the e-learning platform. Students become more enthusiastic about participating in lessons due to the various features and tools available in hybrid learning, which helps to reduce boredom during classes. Hybrid learning is also highly effective in assisting students who cannot attend in person, allowing them to follow the lessons without missing any material. Teachers conduct evaluations at the end of each lesson to identify and address any shortcomings in that day's teaching. Teachers feel glad because this method can accommodate students and teachers who cannot attend in person.

The Intercultural Reading Course at Majapahit Islamic University: an Analysis of Teachers' Practices Annavidza, Qonita; Lindawati, Rini; Ganinda, Nurhayati
Philosophiamundi Vol. 2 No. 4 (2024): Philosophiamundi August 2024
Publisher : PT. Kreasi Karya Majakata

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Teaching practice plays a crucial role in successful learning. Previous research indicates that low student performance is often not solely due to a lack of content understanding but is also significantly influenced by teachers' practices during the learning process. Intercultural understanding is recognized as a key component of English language proficiency. This research explores how teachers the teachersâ€™ practices while teaching intercultural reading course. This study employs a qualitative descriptive approach. The research examines the entire process of intercultural reading instruction in the fourth semester, from initial preparation to post-reading activities. This includes the preparation of materials, reading texts, and the methods of delivery and interaction used by teachers. The findings are based on four observation sessions and an interview with one teacher and two students. The study reveals that teachers provide texts, asked the students to answer related questions, and encourage them to develop critical thinking by connecting newly acquired cultural knowledge with their own experiences. The teaching practices emphasize active discussions and questioning the reading content to enhance students' reading skills while deepening their cross-cultural understanding.

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