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All Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Sasambo: Jurnal Abdimas (Journal of Community Service) PRANALA: Jurnal Pendidikan Bahasa Prancis
Abdul Ghofur
Faculty Of Language And Arts Universitas Negeri Medan
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Teaching Writing and Twenty First Century Skills Using Guided Autonomous Learning Designs Abdul Ghofur; Kisyani Kisyani; Bambang Yulianto
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 2, No 4 (2019): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v2i4.572

Abstract

This article describe how to improve student’s skills in writing French and eight types of the  twenty first (21st)  century skills Using Guided Autonomous Learning designs. This research is intended to produce and use Guided Autonomous Learning Designs by integrating eight types of 21st century skills in teaching writing French. The designs developed consist of syllabus, learning model, textbook, learning media, and lesson plan. The research data is obtained from students, lecturers, experts, observers, and documents. Data sought are (1) process of developing  Guided Autonomous Learning designs by integrating eight types of  21st century skills and their quality based on their validity, practicality, and  effectiveness. The data was collected using observation techniques, expert validation, interviews, documents analysis, tests, and questionnaires. The data was analyzed quantitatively and qualitatively using content analytic techniques, conversational analysis, narrative analysis, percentage techniques, average techniques, and correlation techniques. The finding show that Guided Autonomous Learning designs by integrating eight types of 21st  century skills are very effective to improve student’s writing in French and eight types of  21st  century skills. The average score of the quality (validity, practicality, and effectiveness) of Guided Autonomous Learning designs by integrating eight types of  21st century skills is 3.51. Therefore, this research needs to be developed and implemented in other subjects by integrating other types of 21st century skills.
Implementasi Metode Studi Kasus Dan Proyek Integratif Berbantuan Learning Management System Di Madrasah Aliyah Muhammadiyah 1 Medan Abdul Ghofur; Andi Wete Polili; Insan Taufik
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 6 No. 4 (2024): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sasambo.v6i4.2238

Abstract

Program ini bertujuan untuk meningkatkan kualitas pembelajaran di Madrasah Aliyah Muhammadiyah 1 Medan melalui penerapan metode studi kasus dan proyek berbasis integratif yang didukung oleh Learning Management System (LMS). Pelaksanaan program ini melibatkan pelatihan bertahap, termasuk pengembangan bahan ajar, penggunaan LMS, dan penerapan metode pengajaran inovatif. Mitra yang terlibat adalah guru dan operator sekolah yang menyediakan fasilitas pendukung. Hasil menunjukkan adanya peningkatan signifikan dalam penggunaan LMS, dengan 85% guru aktif mengunggah bahan ajar dan melaksanakan pembelajaran berbasis digital. Selain itu, 90% siswa terlibat dalam tugas proyek dan latihan studi kasus, yang berdampak pada peningkatan keterampilan abad ke-21 mereka. Program ini merekomendasikan penerapan serupa di sekolah lain dengan peningkatan dukungan teknologi dan motivasi guru. Implementation of Case Study Method and Integrative Project Assisted by Learning Management System at Madrasah Aliyah Muhammadiyah 1 Medan This program aims to improve the quality of education at Madrasah Aliyah Muhammadiyah 1 Medan through the application of an integrative case study and project-based method supported by a Learning Management System (LMS). The implementation involved a series of training sessions, including instructional material development, LMS utilization, and the application of innovative teaching methods. The partners involved included teachers and school operators providing essential facilities. Results indicate a significant increase in LMS usage, with 85% of teachers actively uploading teaching materials and conducting digital-based learning. Additionally, 90% of students engaged in project tasks and case study exercises, positively impacting their 21st-century skills. This program recommends similar implementations in other schools, with enhanced technological support and teacher motivation.  
Studi Kualitatif terhadap Persepsi Mahasiswa Prodi Pendidikan Bahasa Prancis Unimed dalam Pembelajaran Menggunakan Pendekatan Blend-Deep Learning Ria Fuji Destiara; Abdul Ghofur; Yesica Angel Damanik
PRANALA: Jurnal Pendidikan Bahasa Prancis Vol. 8 No. 2 (2025): PRANALA: Jurnal Pendidikan Bahasa Prancis
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/pranala.v8i2.1449

Abstract

Penelitian ini bertujuan untuk mengeksplorasi persepsi mahasiswa Program Studi Pendidikan Bahasa Prancis Universitas Negeri Medan (Unimed) terhadap penggunaan pendekatan Blend-Deep Learning dalam proses pembelajaran. Pendekatan ini menggabungkan pembelajaran campuran (blended learning) dengan teknologi deep learning untuk menciptakan pengalaman belajar yang lebih adaptif, interaktif, dan personal. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data melalui wawancara semi-terstruktur terhadap 15 mahasiswa yang telah mengikuti pembelajaran dengan pendekatan tersebut. Analisis data dilakukan dengan pendekatan tematik untuk mengidentifikasi pola-pola persepsi, pengalaman, serta tantangan yang dihadapi mahasiswa. Hasil penelitian menunjukkan bahwa mayoritas mahasiswa memiliki persepsi positif terhadap pendekatan Blend-Deep Learning karena dianggap mampu meningkatkan motivasi belajar, memperkuat pemahaman materi, serta memberikan fleksibilitas dalam mengakses pembelajaran. Namun demikian, beberapa kendala seperti keterbatasan akses internet, kurangnya literasi teknologi, dan adaptasi terhadap sistem pembelajaran digital masih menjadi tantangan yang perlu diatasi. Temuan ini memberikan implikasi bagi pengembangan kurikulum dan strategi pembelajaran berbasis teknologi, khususnya dalam konteks pendidikan bahasa asing di perguruan tinggi.
Co-Authors Bambang Yulianto Insan Taufik Kisyani Kisyani Ria Fuji Destiara Wete Polili, Andi Yesica Angel Damanik