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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Trishna Nanda Barianty
Universitas Muhammadiyah Gresik
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PROGRAM PENDAMPINGAN BAHASA INGGRIS UNTUK ANAK AUTIS MENGGUNAKAN BUKU APLIKASI Yudhi Arifani; Nirwanto Ma'ruf; Trishna Nanda Barianty
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 5, No 1 (2021): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v5i1.6397

Abstract

ABSTRAKBerkembangnya teknologi pada pembelajaran anak, mengakibatkan orang tua serta guru harus ikut serta dalam perkembangan tersebut demi kemanjuan anak salah satu aplikasi pembelajaran yang bisa digunakan merupakan Our story application yang memungkinkan interaksi orang tua dan anak untuk pembelajaran bahasa inggris. Namun, pendampingan kadang hanya berfokus pada anak-anak normal belum banyak yang melakukan pendampingan bersama dengan anak-anak Autism. Oleh sebab itu, pendampingan ini dilakukan pada anaka-anak Autism Spectrum Disoreder dan orang tua aplikasi pembelajaran bahasa Inggris. terutama dalam pembelajaran reading sebagai bagian terpenting dari keterampilan berbahasa Inggris. Pendampingan ini dilakukan dengan cara berkeliling kerumah setiap peserta yang bersedia setiap minggunya yang mehasilkan adanya faktor pendukung serta faktor penghambat dalam pelaksanaan pendampingan, Kata kunci: membaca; storybook application; ASD; interaksi ABSTRACTThe development of technology in children's learning has resulted in parents and teachers having to participate in these developments for the sake of children's progress. One of the learning applications that can be used is Our story application which allows interaction between parents and children for learning English. However, sometimes mentoring only focuses on normal children, not many have assisted with Autism children. Therefore, this assistance is carried out for children with Autism Spectrum Disorder and parents with English learning applications. especially in learning reading as the most important part of English language skills. This assistance is carried out by going around the house of each willing participant every week which results in supporting factors and inhibiting factors in the implementation of mentoring. Keywords: reading; storybook application; ASD; interaction.
Beyond Grades and Red Ink: Transforming Vocational English Learning through Process-Oriented Feedback for SDG 4 Rahayu Kuswardani; Nur Fauzia; Prianka Ratu Masitho; Trishna Nanda Barianty
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.330

Abstract

Objective: To investigate how vocational high school students in Indonesia perceive teacher feedback during project-based English learning and what this implies for formative assessment practices that support Sustainable Development Goal 4 (Quality Education) and, by extension, learners’ readiness for decent work (SDG 8). Method: A qualitative descriptive design was used. Data were collected through a closed-ended questionnaire administered to 35 eleventh-grade Visual Communication Design students at a vocational high school in Sidoarjo, East Java, and semi-structured interviews with 10 purposively selected participants; interview data were analyzed thematically. Results: Students perceived teacher feedback as clear, specific, and aligned with project goals (97.1% agreement); feedback functioned as a cognitive scaffold for critical thinking and self-regulated learning; continuous feedback strengthened speaking, vocabulary, grammar, and pronunciation; and feedback quality shaped students’ emotional engagement and motivation. Novelty: By documenting process-oriented, goal-aligned feedback as a mechanism that simultaneously builds language competence and career-relevant self-regulation, the study offers vocational-education stakeholders an evidence-based, generalizable feedback framework that links classroom formative assessment directly to inclusive quality education and workforce-readiness targets under the SDGs.
Beyond Grades and Red Ink: Transforming Vocational English Learning through Process-Oriented Feedback for SDG 4 Rahayu Kuswardani; Nur Fauzia; Prianka Ratu Masitho; Trishna Nanda Barianty
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.330

Abstract

Objective: To investigate how vocational high school students in Indonesia perceive teacher feedback during project-based English learning and what this implies for formative assessment practices that support Sustainable Development Goal 4 (Quality Education) and, by extension, learners’ readiness for decent work (SDG 8). Method: A qualitative descriptive design was used. Data were collected through a closed-ended questionnaire administered to 35 eleventh-grade Visual Communication Design students at a vocational high school in Sidoarjo, East Java, and semi-structured interviews with 10 purposively selected participants; interview data were analyzed thematically. Results: Students perceived teacher feedback as clear, specific, and aligned with project goals (97.1% agreement); feedback functioned as a cognitive scaffold for critical thinking and self-regulated learning; continuous feedback strengthened speaking, vocabulary, grammar, and pronunciation; and feedback quality shaped students’ emotional engagement and motivation. Novelty: By documenting process-oriented, goal-aligned feedback as a mechanism that simultaneously builds language competence and career-relevant self-regulation, the study offers vocational-education stakeholders an evidence-based, generalizable feedback framework that links classroom formative assessment directly to inclusive quality education and workforce-readiness targets under the SDGs.
Co-Authors Nirwanto Maruf Nur Fauzia Prianka Ratu Masitho Rahayu Kuswardani Yudhi Arifani