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All Journal Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Unversitas Muhammadiyah Aceh SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Dedikasi Pendidikan COVIT Studies in English Language and Education Jurnal Abdimas Indonesia
Rini Susiani
Universitas Abulyatama
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering 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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Journal : Jurnal Dedikasi Pendidikan

 1 
EFEKTIFITAS MODEL COOPERATIF LEARNING TYPE TEAM ASSITED INDIVIDUALY (TAI) PADA MATERI TRAPESIUM Anzora Anzora; Irma Aryani; Rini Susiani
Jurnal Dedikasi Pendidikan Vol 6, No 1 (2022): Januari 2022
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3061/dedikasi.v6i1.2022

Abstract

One of the learning model that help to develop students’ thinking ability to be more critical and creative in dealing with problems and to improve the students’ understanding of Mathematicalconcept is cooperative learning model type TAI (Team Assisted Individualization).This study aimed to discover the effect of using cooperative learning model type TAI (Team Assisted Individualization) related to trapezoid material.The instruments used in this study were teacher and students observation sheet, questionnaire, interview, Lesson Plan, Students’ Worksheet, Pre-test and Post-test.Futhermore, the result of students achivement data  were analyzed using Minimum Mastery Criterion (MMC), whereas data of teachers competence, students activity, students respond, and students learning outcomes were analyzed using descriptive analysis in terms of rate percentage.Based on the data analysis, the result of the study showed that cooperative learning model type TAI (Team Assisted Individualization) is an effective strategy. The result informed that the teacher’s ability to organize cooperative learning type TAI is effective (indicated by score 4.00), the student’s activity during teaching and learning process based on cooperative learning type TAIn is effective, the exhaustiveness of the students in classical manner is effective (indicated by 83,33 % of the students fulfil the Minimum Mastery Criterion) and more than 80% of the students gave vastly positive response in relation to TAI implementation. It can be inferred that the cooperative learning type TAI (Team Assisted Individualization) is an effective strategy in teaching trapezoid material.
HERMEUNEUTICS PARADIGM: AN INSIGHT IN THE APPLICATION OF A MEANINGFUL FUNCTIONAL ENGLISH GRAMMAR Ferlya Elyza; Rini Susiani
Jurnal Dedikasi Pendidikan Vol 5, No 1 (2021): Januari 2021
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

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Abstract

This article portrays the fundamental paradigm of language, English in this case, which has transformed from a traditional point of view to a functional one. Dealing with the mandate of the curriculum, both of primary education and tertiary education curriculum, that language learning does not rely simply on patterns, pronunciation, and vocabulary. However, language learning is a learning process by involving the effort in enabling students to strengthen four English skills, listening speaking reading and writing. Though, in this era, communicative competence has been the ultimate goal of language teaching orientation (Savignon, 2017). Changing the mindset of language is not just learning the rules, but also how to change with the mindset that learning language is to be able to actualize students and enable them to use language communicatively and contextually. This view is in line with the hermeneutics philosophical view. It sees language learning as being able to understand meaning and interpret meaning based on context and situation. Language teachers are expected to understand those differences through managing teaching learning process in traditional view and functional view.
IMPROVING STUDENTS’ LISTENING SKILL BY USING ANIMATION VIDEOS THROUGH SENTENCE COMPLETION AT SMPN 1 BANDAR BARU Rini Susiani; Farizawati Farizawati; Ema Dauyah; Kana Riska
Jurnal Dedikasi Pendidikan Vol 4, No 2 (2020): Juli 2020
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

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Abstract

This study aimed to find out the effect of using animation videos through sentence completion in teaching listening. The method used in this study was an experimental approach in the form of one group pre test- post test design. The study was conducted at SMPN 1 Bandar Baru with a number of samples were 44 students randomly selected. To obtained the data, the researcher gave the test. the result of pre test was 470, and post test was 650, the mean score (  was 8,18. Furthermore in experimental class, the result of pre test was 680 and post test was 1670, the mean score ( was 45. The result both of the classes was 6,56. Furthermore, significant level α= 0,05, degrees of freedom (d.f)=(  = (42 to obtained by interpolation . It was obtained . In other words, it indicates that the students who were taught using animation videos through sentence completion achieved better result in listening than the students who were taught using non animation videos. Finally, it can be inferred that the use of animation videos through sentence completion in teaching listening can improve students’ listening ability in SMPN 1 Bandar Baru.
RECONCEPTUALIZATION OF COMMUNICATIVE APPROACH IN LANGUAGE TEACHING: ITS IMPLICATION ON TEACHER’S COMPETENCE AND ENVIRONMENT SUPPORT SYSTEM Ferlya Elyza; Rini Susiani
Jurnal Dedikasi Pendidikan Vol 7, No 1 (2023): Januari 2023
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v7i1.3602

Abstract

This article provides a brief discussion of the four topics related to the Communicative Approach (CA) theme in English language teaching and its implication for teachers’ competence and environmental support system. The communicative approach, communicative competence, CA’s implication on language teaching and teacher’s competence, and the learning environment support are connected in a brief overview. CA, or familiarized with communicative language teaching terminology, was proposed by Savignon& Berns in the late 1960s, and it developed in the mid of 1970s with the popular name of CA (communicative approach). The first coin of CA is how it closely engages in the process of English language teaching. The goal is to prepare English language learners to be highly competent in teaching and communicating skills to face the global era. Students are able to develop their four language teaching skills. A conducive and supportive learning environment is the support system in applying CA to support the four language skills. As a result, CA’s implication in language teaching, particularly English, is to enhance language learners’ communicative competencies.
IDENTIFYING FACTORS CONTRIBUTING TO STUDENTS’ OBSTACLES IN UNDERSTANDING READING DESCRIPTIVE TEXT Rahmayanti Rahmayanti; Rini Susiani; Putri Dini Meutia; Ferlya Elyza; Ema Dauyah
Jurnal Dedikasi Pendidikan Vol 7, No 2 (2023): Juli 2023
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v7i2.4202

Abstract

This study aimed to analyze the students’ obstacles in understanding reading descriptive text since there were many problems that the students encounter in understanding reading text. The method used in this study was a descriptive quantitative through test and questionnaire as data collection instruments.  The questionnaire consisted of items to gain the students’ responses towards 3 categories of students’ difficulties factors in reading, namely: learners’ background, teaching technique, and learners’ environment. Seventeen first-grade students in a senior high school in Aceh Besar were involved as participants. The result of students’ reading comprehension test showed that 86,6 % of students were not able to identify references in the text, and 70,6 % of students found difficulty in making inferences in the text. The result of the questionnaire further showed that 71,9% of students agreed toward a lack of interest in reading descriptive text, and 73,5% of students agreed that students’ background knowledge affects their reading comprehension, especially in reading descriptive text. It can be concluded that most of the students found difficulty in identifying and making references in the text, whereas the questionnaire result showed that most of the students lack of background knowledge and interest in reading descriptive text
ANALISIS TINGKAT KEMAMPUAN KOMUNIKASI MATEMATIS SISWA Anzora Anzora; Irvandi irvandi; Riki Musriandi; Irma Aryani; Rahmi Rahmi; Rini Susiani
Jurnal Dedikasi Pendidikan Vol 7, No 2 (2023): Juli 2023
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v7i2.4043

Abstract

Mathematical communication is a very important aspect that students must have if they want to succeed in their studies, so that mathematical communication really needs to be developed among students. In mathematical communication students can express ideas by communicating their mathematical knowledge both orally and in writing in the form of algebraic explanations, pictures, digrams or other mathematical models. This research aims to describe the level of students' abilities in mathematical communication. This research is a descriptive research with a quantitative approach. The results of the study revealed that overall the number of students who had written mathematical communication skills in the very good category reached 23.4%, the good category reached 19.1%, the fairly good category reached 25.5%, the less good category reached 21.3%, the bad category reaches 10.6%, and the average value of mathematical communication skills is in the pretty good category.
Co-Authors A. Halim Majid Afrida Hanum Amir Mukhlis Anzora Anzora Cut Maulina Cut Rahmawati Dara Nazua Effridanda Elia Mustika Elyza, Ferlya Ema Dauyah Ema Dauyah Farizawati Farizawati Fitri Fitri Fuady Halena Halena Hasanah Hasanah Irma Aryani Irvandi irvandi Kana Riska Mahyuddin Maulida Maulida Muhammad Alif Alhaidar Nazaruddin Nazaruddin Nena Puspita Sari Novi Yanti Nurmalina Nurmalina Puan Tursina Putri Dini Meutia Rahmayanti Rahmayanti Rahmi Rahmi Riki Musriandi Siti Hawa Suprihadi Suryani Suryani Suryani Suryani Syarifah Farissi Hamama Syarifah Rahmiza Muzana Ugahara Ugahara Umar Husein Abdullah Yani Prihatina Eka Furda