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All Journal International Journal of Evaluation and Research in Education (IJERE) Gema Pendidikan EDUVELOP (Journal of English Education and Development) JESASI
Wahyudin Madil
Universitas Halu Oleo
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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PENERAPAN STRATEGI TOP-DOWN DALAM MENINGKATKAN KEMAMPUAN MEMAHAMI ISI BACAAN PADA MATA PELAJARAN BAHASA INGGRIS Madina Madina; Alimin Alimin; Rohmana Rohmana; Wahyudin Madil
Gema Pendidikan Vol 29, No 1 (2022): Januari, Gema Pendidikan
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/gapend.v29i1.23408

Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan siswa SMP Negeri 4 Kendaridalam memahami isi bacaan pada mata pelajaran Bahasa Inggris melalui strategi top-down yang terdiri atas kemampuan memahami jenis teks, tujuan komunikatif teks, langkah retorika teks, gambaran umum teks, gagasan utama paragraph, makna kata, makna referensi, informasi rinci tersurat, informasi tersirat, karakter tokoh cerita, dan pesan moral dari sebuah cerita. Sebanyak 33 orang siswa dilibatkan dalam penelitian ini yang dilaksanakan dalam dua siklus. Kemampuan guru mengelola pembelajaran, aktifitas dan keterampilan kerjasama siswa selama proses pembelajaran pembelajaran diobservasi menggunakan format observasi. Tes kemampuan memahami isi bacaan diberikan untuk memperoleh data ketuntasan belajar siswa. Data kemampuan guru mengelola pembelajaran dan aktifitas siswa selama proses pembelajaran dianalisis secara deskriptif kualitatif. Sedangkan data keterampilan kerjasama dan kemampuan memahami isi bacaan siswa dianalisis secara deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa melalui penerapan strategi top-down kemampuan guru mengelola pembelajaran dapat ditingkatkan dengan capaian kinerja sebesar 81,5% (sangat baik). Aktifitas siswa mengikuti proses pembelajaran juga dapat ditingkatkan dengan capaian kinerja sebesar 88,5% (sangat baik). Keterampilan kerjasama siswa tergolong sangat baik dengan persentase sebesar 80,98%. Kemampuan siswa SMP Negeri 4 Kendaridalam memahami isi bacaan dapat ditingkatkan hingga mencapai ketuntasan belajar secara klasikal dengan persentase ketuntasan belajar sebesar 93,94% dan nilai 70 atau lebih.
PENGIMBASAN PENDIDIKAN BERWAWASAN LINGKUNGAN PADA MAHASISWA PPG PRAJABATAN Jafar; Wahyudin Madil
JESASI (JURNAL EDUKASI, SAINS, DAN INOVASI) Vol. 2 No. 1 (2025): JESASI (Jurnal Edukasi, Sains, dan Inovasi) February - July 2025
Publisher : PT. CASA CENDEKIA MEDIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66225/jesasi.v2i1.13

Abstract

Environmentally conscious education is an educational approach that emphasizes understanding and awareness of the natural and social environment. This includes an understanding of environmental problems, efforts to maintain and protect the environment, as well as ways to create sustainability in the environment. Environmental education aims to form individuals who are aware of the importance of protecting and preserving the environment. In the context of formal education, environmentally friendly education can be integrated into the curriculum at all levels, from elementary school to university. Environmentally friendly education can also be implemented informally, such as through environmental activities outside of school or through environmental campaigns involving the community. The main aim of environmentally friendly education is to create a society that is aware of the importance of protecting the environment for human welfare and the survival of life on earth.
Optimization of SAMR model scaffolding for the development of descriptive writing skills La Ode Nggawu; Nurindah Nurindah; Anugrah Puspita Ayu Muhammad; Waode Ade Sarasmita Uke; Nurul Atma; Wahyudin Madil; Nguyen Thi Phuong Thao; Minerva Apita-Chavez
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38142

Abstract

This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Feedback as a Determinant of Online Assessment Validity: A Multidimensional Analysis in Indonesian EFL Higher Education Mursalim; Alberth; La Ode Nggawu; Anugrah Puspita Ayu; Wahyudin Madil
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6093

Abstract

Although LMS-based online assessment is widely used, there is a paucity of empirical research studies that have investigated its multidimensional validity from students’ perspectives, especially in Indonesian higher education. The proposed cross-sectional survey research examines students’ perceptions of the validity and quality of online assessment in the English Education Department at Universitas Halu Oleo (UHO) delivered through the E-Green SPADA (Moodle-based) course platform. The study conceptualizes perceived validity based on multidimensional and argument-based validity frameworks that are prominent in contemporary research. A 25-item questionnaire (5-point Likert scale) that included construct validity, assessment fairness, feedback & support, learning impact, and affective impact was administered to a stratified random sample of 120 students during the final week of the semester. Exploratory factor analysis showed a five-factor structure (KMO = 0.89; Bartlett χ²(300) = 1650.3, p < .001), which explained 68.2% of the total variance, with acceptable internal consistency (α = .76–.89). The descriptive results showed that construct validity (M = 4.21, SD = 0.61) and assessment fairness (M = 4.08, SD = 0.65) were highly rated, while feedback & support received relatively low scores (M = 3.49, SD = .79). Feedback & support was the strongest predictor of overall perceived validity (β = .458, p < .001) in multiple regression analysis, and the full model accounted for 62.7% of the variance (R² = .627). These findings provide support for the consequential facet of validity in that the prompt, comprehensive, and accessible feedback can influence students’ confidence in online assessment. The research adds evidence from the Indonesian EFL higher education context and highlights the importance of LMS design features, instructor training, and feedback literacy programs that facilitate dialogic and responsive feedback practices.
Co-Authors Alberth Alimin Alimin, Alimin Anugrah Puspita Ayu Anugrah Puspita Ayu Muhammad Jafar Jafar La Ode Nggawu Madina Madina Minerva Apita-Chavez Mursalim Nguyen Thi Phuong Thao Nurindah Nurindah Nurul Atma Rohmana Rohmana Waode Ade Sarasmita Uke