Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Profesi Pendidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of Education, Social & Communication Studies
Sahuddin Sahuddin
Universitas Mataram
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
ELT Materials Designing and Evaluating Sahuddin Sahuddin
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (281.064 KB) | DOI: 10.33394/jk.v1i2.423

Abstract

Ada dua macam sumber materi ajar umumnya dipakai oleh guru bahasa Inggris mengajar di sekolah.Pertama, apa yang disebut materi „handed‟ dan materi „open-market‟. Akan tetapi sangat disarankan kepadapara guru bahasa Inggris mendisain materi sendiri. Ada beberapa alasan logis yang muncul seperti materi bisadisesuaikan dengan kebutuhan para siswa, bisa menyusuaikannya dengan kurikulum yang berlaku, dan bisamenghindari ketidak cocokan materi dengan situasi kelas atau menghindari penggunaan satu buku untuk semuakelas. Walaupun materi „handed‟ memiliki keunggulan tetapi manfaat dari mendisain materi sendiri lebihbanyak manfaatnya dari materi siap pakai atau materi „handed‟ seperti materi cocok dengan kebutuhan parasiswa, materi dapat dibuat sesuai dengan situasi stempat dan dapat pula disesuaikan dengan kemapuan siswadan latar belakang budaya mereka. Selanjutnya, mendisain materi sendiri bisa memberi manfaat untukmengevaluasi sumber atau buku di mana materi diambil. Buku-buku itu dapat dievaluasi dari external maupuninternal untuk meneliti kualitasnya dan pada ahirnya mendapatkan buku yang sesuai dengan para siswa.
The Implementation of Authentic Assessment in the Literary Subjects: A Pedagogical Perspective Lalu Muhaimi; Sahuddin Sahuddin; Eka Fitriana; Atri Dewi Azis
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 1 (2023): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i1.1173

Abstract

By applying qualitative approach, this research is aimed at analyzing and describing the planning, processes and evaluation of the implementation of authentic assessment which is carried out comprehensively regarding the whole activity of learning, including the processes and products of the study so that the students’ activities get appraisal. The authentic assessment demands that the students participate in the real and concrete situation and meaningful. The results of the analysis of the data indicate that the literary subjects, that is the topic of this study, are not yet delivered coherently with the aspects and principles of authentic assessment. It is found that most of the literary subjects are presented and evaluated without being made in line with the scientific and systematic study about the nature and application of authentic assessment. Furthermore, with focus on the studies to all aspects of the implementation of authentic assessment on learning literary subjects, the results of this study contribute to the development of science and theory that are applicable to the teaching and learning of literary subjects. In other words, there is a substantial need to apply the concepts and scientific principles of the implementation of authentic assessment in the teaching and learning of all literary subjects with full consideration being given on the appropriate and comprehensive lesson plan.
The English teachers' perceptions of discovery learning and project-based learning at senior high school in Lombok West Nusa Tenggara Amrullah Amrullah; Sahuddin Sahuddin; Nawawi Nawawi; Lalu Nurtaat
Journal of Education, Social & Communication Studies Vol. 2 No. 1 (2025): January 2025
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71028/jescs.v2i1.32

Abstract

This study explores the perceptions of English teachers in Lombok, West Nusa Tenggara, Indonesia, regarding Discovery Learning (DL) and Project-Based Learning (PjBL) in senior high school settings. The research employed a descriptive qualitative approach, involving questionnaire sheet, interviews, and document analysis to gather data from two English teachers at SMKN 1 Kuripan and three English teachers at MAN 1 Lombok Timur who use or have used the DL and PjBL models. The findings indicated that teachers' perceptions on both teaching models are highlighting their effectiveness in engaging students actively, fostering critical thinking and problem-solving skills, and promoting student-centered learning environments. In addition to their effectiveness, the implementation of these models also have challenges there are often faced by the teachers, including addressing varying levels of student prior knowledge, managing time constraints, and resourcing limitations. Despite these challenges, the teachers have adopted the way to overcome them, such as adapting their approach to accommodate students’ diverse needs, seeking professional development opportunities, and employing collaborative strategies. The study concludes that understanding teachers’ perceptions and addressing the challenges associated with implementing innovative teaching models is crucial for optimizing student learning outcomes in English language instruction.
Co-Authors Amrullah Amrullah Azis, Atri Dewi Eka Fitriana Lalu Muhaimi Lalu Nurtaat Nawawi Nawawi