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<![CDATA[IMPLEMENTASI MODEL BELAJAR BERBASIS FORTOFOLIO DALAM MENINGKATKAN PEMAHAMAN MAHASISWA DALAM PENGEMBANGAN MEDIA PEMBELAJARAN ]]>
<![CDATA[Reni Nurapriani]]>;
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Riki Ruswandi]]>
<![CDATA[ AWLADY : Jurnal Pendidikan Anak Vol 6, No 1 (2020) ]]>
Publisher : <![CDATA[Jurusan PIAUD IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/awlady.v6i1.5366
<![CDATA[For managing learning and teaching there needs to be a suitable strategy to be able to organize learning so that it becomes better. One of the strategies that must be used by kindergarten teachers is the strategy in developing learning media. Learning media should be educational, economical, practical and contextual. To support this problem, the lecture who teach “Strategi Pembelajaran PAUD”, with based on fortfolio learning model. The method used in this research is quasy experiment with one group pre test posttest design model with independent t test. The results of this study indicate that the learning based on portfolio model can improve student understanding in terms of development strategies for kindergarten learning media with an average pretest of 54.00 and posttest increasing to 84.33. Based on the t test through SPSS it was concluded that there was a significant influence on the use of fortfolio-based learning on student understanding in developing learning media]]>
<![CDATA[Teacher readiness and understanding in implementing teaching English speaking skills using an ecological approach ]]>
<![CDATA[Riki Ruswandi]]>;
<![CDATA[Muhammad Andriana Gaffar]]>;
<![CDATA[Kikit Elisa Yuniarti]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v4i2.20095
<![CDATA[The purpose of this research is to dig deeper into information about three vocational high schools teachers who have applied the ecological approach in their English teaching process. The ecological approach from the perspective of education is a learning approach that emphasizes contextual learning and focuses on the relationship between teachers, students, and the delivery of teaching materials. Applying the ecological approach to learning English at vocational high school can facilitate teachers in teaching English, especially learning English speaking for students. Teachers have an important role in education because a good education is influenced by teacher competence and teacher readiness in teaching. Speaking skills are one of the skills taught by teachers in schools, speaking skills in Indonesia do not receive enough attention, this is because students have not been able to communicate even in simple English. Based on this, the teacher's readiness to find an appropriate approach to the environmental conditions of students is very influential in teaching English speaking skills and an ecological approach can be a solution in improving students' English speaking skills. This research uses a qualitative research approach, and phenomenological as the research design. The participants in this study were English teachers in tenth grade from the three vocational high schools in Bandung district. This research shows that the ecological approach can improve student English speaking skills in three vocational high schools in Bandung district. It is caused by the teacher's activity who has applied the ecology approach indicator, namely coordination, internalization, media, and development.]]>
<![CDATA[Readiness of Islamic Religious Education Teachers for Digital Learning Post Pandemic Covid 19 ]]>
<![CDATA[Agus Ruswandi]]>;
<![CDATA[M Aditya Firdaus]]>;
<![CDATA[Riki Ruswandi]]>
<![CDATA[ International Journal of Ethno-Sciences and Education Research Vol 3, No 3 (2023) ]]>
Publisher : <![CDATA[Research Collaboration Community (RCC) ]]>
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DOI: 10.46336/ijeer.v3i3.465
<![CDATA[The consequence of the Covid 19 pandemic is an increase in the use of digital-based information technology, which also applies to education. Learning was obligated to use the internet network during the Covid 19 pandemic. Regarding the Covid 19 pandemic, digital-based learning would become a necessity for teachers and students to be able to use digital-based learning devices. Teachers and students must be able to use digital devices for learning process. But the state of the problem is whether Islamic Religious Education teachers are already ready to meet the requirements of digital learning. Therefore, It is necessary to investigate the extent to which Islamic Religious Education teachers are equipped to confront all-digital learning in the future. The purpose of this study was to investigate the preparedness of Islamic Religious Education teachers in Madrasa` for digital-based learning. This study's research method is a descriptive reserach. This study's data source is Islamic Religious Education teachers in the Madrasa` in West Java, with a 15 Madrasa and 42 teachers as source of data. According to the findings of this study, as many as 26.18% of teachers were "very capable" of using computer devices. As many as 21.43% of teachers were "very capable" of using Microsoft office. As many as 4.76% were "very ready" for e-learning on Islamic Religious Education. An average of 9.52 teachers are "very ready" to learn through video conferencing applications. Islamic Religious Education teachers are still unprepared to deal with digital-based learning. This is due to the fact that not all teachers have mastered the software applications used for learning, as well as the limited facilities available in schools to support digital-based learning. The findings of this study suggest that teachers should improve their skills in using software for e-learning and creating digital learning tools, teaching materials, and learning documents. Madrasa provide adequate facilities to support the digital-based learning process to keep up with current technological and information developments.]]>
<![CDATA[Integration Of Character Education With Islamic Religious Education Subjects Based On School Culture ]]>
<![CDATA[Agus Ruswandi]]>;
<![CDATA[Muhammad Aditya Firdaus]]>;
<![CDATA[Riki Ruswandi]]>;
<![CDATA[Amir Supriatna]]>
<![CDATA[ At-Tarbiyat Vol 6 No 2 (2023): Islamic Education In Indonesia ]]>
Publisher : <![CDATA[Institut Agama Islam An-Nawawi Purworejo ]]>
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DOI: 10.37758/jat.v6i2.702
<![CDATA[Character education must be applied holistically in an educational institution, not only in the form of incidental activities utilizing cognitive learning or only through symbols. It is necessary to integrate holistic character values, one of which is in learning and through school culture. Strengthening character in elementary school students is not enough just with advice and lectures but must be made systematically with the learning process and activities at school. The purpose of this study is to describe the integration of character in school culture-based Islamic Religion Education learning. This research design used a qualitative design with purposive sampling at SD Darul Amal Jampangkulon, Sukabumi Regency. Data collection techniques were interviews, observation, and documentation. The results showed that the integration of character education was carried out by habituation and internalization of character in Islamic Religion Education learning based on 6 pillars of character. The integration of character education in Islamic Education based on school culture is proven to build better student character. This is evident from the results of the Sibanu questionnaire which shows the progress of students' character development while in the family environment.]]>
<![CDATA[Managing Classroom Activities for Autistic Students in Improving English Vocabularies by Using Total Physical Response ]]>
<![CDATA[Muhammad Andriana Gaffar]]>;
<![CDATA[Riki Ruswandi]]>;
<![CDATA[Wulandari Sri Wahyuni]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i2.21342
<![CDATA[English is one of the subjects studied in special education schools, and until now, are still many problems faced in the process of teaching this foreign language. Teachers' understanding of classroom management and appropriate learning strategies is a solution to overcome the problems that occur in learning English for children with autism. The application of the Total Physical Response (TPR) method is one of the effective methods used to learn English. The purpose of this study is to explore more information about classroom management activities and the application of the Total Physical Response (TPR) method at Satria Galdin Junior High School. The research approach used by the author is a qualitative method with a descriptive research design. Sources of data collection using interviews and observations. To analyze the data, the author uses descriptive techniques to present data based on the results of observations and interviews. The participants were selected using a purposive sampling technique. The participants of this study were students in the 2022/2023 school year, especially class VII of Satria Galdin Junior High School, as many as 20 people. The results of this study can conclude that good classroom management supported by the application of the Total Physical Response (TPR) method in teaching English vocabulary is proven to be effective for student's mastery of English vocabulary and helps students maximize and explore their abilities. The effectiveness is seen in autistic students at Satria Galdin Junior High School. ]]>
<![CDATA[IMPLEMENTATION OF REACT STRATEGY TO DEVELOP STUDENTS ABILITY IN WRITING RECOUNT TEXT SELF EXPERIENCES AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Dini Anggraeni]]>;
<![CDATA[Muhammad Andriana Gaffar]]>;
<![CDATA[Riki Ruswandi]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v12i2.12604
<![CDATA[This study purpose to (1) to find out the learning process activity in improving the ability to write Recount Text for grade VIII students of SMPN 53 Bandung using the react strategy. (2) To find out the improvement in the ability to write Recount Text Self-Experiences for grade VIII students of SMPN 53 Bandung in writing recount text self -experiences using the react strategy. This type of research is descriptive research using a qualitative approach. Participants in the study were class VIII F SMPN 53 Bandung, totaling 33 students. This research was conducted in two cycles and data collection techniques used were Observation, Interviews and Field notes. The results of the data analysis show that the react strategy can be used to improve students' ability to write Recount Text Self-Experiences, this can be seen from the results of the achievement of the 1 and 2 cycle value, students give a very good response regarding the use of the react strategy. In addition, it also encourages students to actively follow the learning process and this react strategy to create a pleasant learning atmosphere. This strategy must be used continuously for better learning outcomes, especially in learning to write Recount Text of Self-Experiences]]>
<![CDATA[To Express or to Hide: Exploring Vocational High School Students’ Perception Towards Storytelling Strategy in English Classroom ]]>
<![CDATA[Lestari, Zubaedah Wiji]]>;
<![CDATA[Dzakir, Muhamad Muflih]]>;
<![CDATA[Ruswandi, Riki]]>
<![CDATA[ Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture ]]>
Publisher : <![CDATA[LPPM Universitas Advent Indonesia ]]>
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<![CDATA[Speaking abilities are seen as crucial ability that students must possess. Many students, however, stay away from communicating in the target language due to a variety of causes. Because of the monotony of the educational procedure, many students are unmotivated to learn to speak. Students require a motivating alternative method to improve their speaking skills. As a result, storytelling is seen as an effective teaching approach. To share a story, storytelling combines a spoken narrative, several digital images, a soundtrack, and modern technologies. As a result, the purpose of this study is to assess vocational high school students' attitudes on the employment of storytelling strategies. This research used mixed method research with 26 participants of the XI class at one state Vocational School in Bandung. The research instruments were questionnaires and interviews. According to the findings of questionnaires and interviews, storytelling can motivate students to learn English, particularly in Speaking. Because storytelling is delivered in a captivating and intriguing manner, it can be an effective technique for teaching speaking. As an alternative approach for learning English, storytelling is recommended.]]>
<![CDATA[INVESTIGATING THE IMPLEMENTATION OF COLLABORATIVE STRATEGY READING TO STUDENTS READING NARRATIVE TEXT ]]>
<![CDATA[Ruswandi, Riki]]>;
<![CDATA[Ayundhari, Vidia Lantari]]>;
<![CDATA[Mudrikah, Raifkah Ramilah]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 17, No 2 (2023): Tatar Pasundan: Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v17i2.325
<![CDATA[The aims of the research are to find out the implementation of Collaborative Strategy Reading (CSR) in students’ reading narrative text and to describe the students’ experience after learning about reading using collaborative strategy reading (CSR) in students’ reading narrative text. This research used a qualitative approach with a case study design. The participants of the research were the teacher and the tenth-grade students of SMK Al-Bantari Cianjur with 25 students involved in this research consisting of 14 males and 11 females. The qualitative data was obtained through observation, field notes, interviews, and students’ diaries. Based on the result of the data analysis, it can be concluded that Collaborative Strategy Reading (CSR) is able to improve students' reading comprehension of narrative text in the tenth grade of SMK Al-Bantari through four comprehension strategies which include preview, click, and clunk, get-gist, and wrap up by working cooperatively. Collaborative strategy reading also has positive outcomes concerning social relationships and interactions in the classroom. The students gave a positive attitude and actively participated during the implementation of collaborative strategy reading on narrative text. Moreover, collaborative strategy reading increased the students' self-confidence in group discussions, so they bravely expressed their ideas and learned to appreciate the ideas of others. Keywords: Teaching Reading; Narrative text; Collaborative Strategy Reading]]>
<![CDATA[The effectiveness of project-based learning by using Canva application on students’ descriptive writing achievement ]]>
<![CDATA[Ruswandi, Riki]]>;
<![CDATA[Gumelar, Wahyu Satya]]>;
<![CDATA[Ermaya, Annisa Salsabila]]>;
<![CDATA[Ginanjar, Gigin]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 9, No 2 (2024): August 2024 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.9.2.1-20
<![CDATA[As one of English basic skills, writing is considered the most difficult skill for students, such as arranging correct sentences, writing the topic sentence, organizing ideas, and lack of vocabulary. Therefore, an appropriate learning model and media that support understanding and development of writing skills can help students to increase their writing ability. This study aims to examine the effectiveness of using Project-Based Learning through the Canva application to improve students’ writing achievement in describing historical and tourism places as one of the basic competencies that students should master at the senior high school level. This study aimed to find out whether Project-Based Learning and the Canva application influence students’ writing and to analyze the development of students’ writing after implementing PjBL by making written text using the Canva application. The writers used a quantitative method which is a quasi-experimental research design by applying a non-equivalent pre-test post-test control group design. The data were obtained through the writing test in collecting students’ scores. To analyze the data, the writer used a t-test with a significant level of 0.05. The samples were two classes in the tenth grade of SMA Karya Pembangunan Cicalengka which consisted of 66 students. Based on the research analysis, students’ average score on the pre-test was 55.3 and students’ average score on the post-test was 75.37. The result also showed that ttable was 1.669 and tvalue was 2.924, which means that ttable was higher thantvalue at significant level 5%. It indicated thatH0 is rejected and Ha is accepted. Based on the result of t-test calculation, it can be stated that the use of PjBL through Canva application is effective to facilitate students in improving students’ learning achievement, especially in writing descriptive text about historical and tourism places.]]>
<![CDATA[The Correlation Between Teachers' Emotional Intelligence and Students' Learning Engagement in EFL Class ]]>
<![CDATA[Satya Gumelar, Wahyu]]>;
<![CDATA[Fitri Wulandari, Sri]]>;
<![CDATA[Sucia Lestari, Tyara]]>;
<![CDATA[Ruswandi, Riki]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v11i2.3377
<![CDATA[The study aims to determine teachers’ emotional intelligence levels based on student perspectives and is supported by principal assessments. Besides, the research aims to identify the extent of learners’ engagement and assess if there is any connection between the emotional intelligence of teachers and learning engagement in EFL classes for students. The research population included students and principals of Madrasah Aliyah 5 Garut. For this study, a sample that involved 60 students was selected using disproportional stratified random sampling techniques from class X (n=30) and class XI (n=30). To collect data, the writers used a questionnaire that evaluated variables such as teachers’ emotional intelligence and students’ learning engagement in EFL classes. The descriptive analysis method was used to analyze data, while Pearson Product Moment with SPSS 22.0 for Windows was used for bivariate analysis. The research findings suggest that the emotional intelligence level of teachers is medium from the student's point of view with an average score of 10.07, while from the principal's assessment, it is high scoring an average of 12.2. There was a moderate level of students’ learning engagement, with a mean score of 12.46. Hypothesis analysis also found that there is a positive and significant relationship between teacher emotional intelligence and student learning engagement with a fairly strong correlation level. It can be concluded that teachers need to increase their emotional intelligence so that student learning engagement in EFL classes increases.]]>
