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Wini Tarmini

Universitas Muhammadiyah Prof. Dr. HAMKA

Author-ID : 401701

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Development of Flipbook Electronic Teaching Materials for Implementing the Scientific Approach in Indonesian Language Learning for Vocational High School Students Yeni Sulaeman; Ade Hikmat; Wini Tarmini
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.5560

The rapid advancement of information technology has significantly transformed educational practices, particularly in the shift from conventional to digital learning models. In response to this transformation and the implementation of online learning policies by the Ministry of Education and Culture, this study aims to develop electronic teaching materials using a scientific approach for Indonesian language instruction in Class XI of vocational high schools. This research employed a development research design using the 4D model by Thiagarajan, which includes the stages of Define, Design, Develop, and Disseminate. However, the study focused solely on the first three stages due to time and resource constraints. The teaching materials were developed in the form of flipbook-based electronic modules and subjected to expert validation. Three domains were assessed: content (by material experts), language (by linguists), and visual design (by graphic experts). The validation results showed that the electronic flipbook teaching materials achieved an average feasibility score of 83.32%, which falls into the "Very Appropriate" category. Feedback from experts indicated strong alignment with curriculum standards, appropriate language usage for the target audience, and effective visual presentation. In conclusion, the developed flipbook-based electronic teaching materials are highly suitable for use in Class XI Indonesian language instruction, particularly in online learning contexts. Future research should focus on the dissemination stage and include empirical testing of learning outcomes with students to determine effectiveness in real classroom settings.

EMPOWERING EDUCATORS: PELATIHAN KOMPETENSI GURU DALAM PENGEMBANGAN BEST PRACTICE PEMBELAJARAN DENGAN METODE STAR Imam Safi'i; Wini Tarmini; Prima Gusti Yanti; Abdul Aziz
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 11 (2023): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v6i11.4120-4132

Best practice pembelajaran merupakan salah satu karya tulis yang berisi praktik baik dalam melakukanÂ aktivitas pembelajaran. Best practice dapat dijadikan sebagai bahan refleksi oleh para guru untuk terus meningkatkan kualitas pembelajaran. Namun demikian, belum semua guru mampu menyusun best practice pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi para dalam guru menyusun best practice pembelajaran. Para guru yang mengikuti kegiatan pelatihan ini sebanyak 28 guru dariÂ Kelompok Kerja Guru (KKG) Gugus 3 Bekasi Raya. Metode pelatihan penyusunan best practice pembelajaran yang digunakan adalah metode STAR, yaituÂ akronim dari kata (S) situasi, (T) tantangan, (A) aksi, dan (R) refleksi. Deskripsi best practice pembelajaran yang dibuat oleh para guru mengacu pada beberapa pertanyaan, yaitu metodeÂ apa digunakan dalam melangsungkan pembelajaran, tantangan apa saja yang ditemui dalam melangsungkan pembelajaran, bagaimana aksi yang dilakukan untuk melangsungkan serta menghadapi berbagai tantangan pembelajaran, dan bagaimana refleksi pembelajaran yang telah dilangsungkan.Â Pelatihan yang telah dilangsungkan dapat meningkatkan kompetensi para guru dalam menyusun best practice pembelajaran. Rata-rata kemampuan para guru dalam menyusun best practice pembelajaran sebesar 8,71 (sangat baik). Rata-rata tingkat kepuasan para peserta sangat tinggi, yaitu sebesar 87,95. Pelatihan ini dapat menjadi salah satu alternative dalam meningkatkan kompetensi para guru.

SUSTAINING THE SELF: EFL TEACHERS’ CONCEPTIONS AND PRACTICES OF WELL-BEING Hamzah Puadi Ilyas; Wini Tarmini
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.9636

Teacher well-being is an essential foundation for effective language education, yet little is known about how experienced Indonesian EFL teachers understand and sustain their emotional and professional balance. This study addresses the question of how Indonesian EFL teachers conceptualize and maintain their well-being in relation to their classroom roles and daily practices. The research was conducted in senior high schools across seven urban areas in Indonesia, with 17 teachers aged 27 to 47. Data were collected through in-depth semi-structured interviews and reflective journals, and were analyzed using thematic analysis to identify patterns across participants’ accounts. The findings showed that teachers viewed well-being as grounded in meaningful teaching, positive relationships with students and colleagues, intentional classroom strategies that supported enjoyment and emotional steadiness, and cultural and spiritual values that strengthened their sense of purpose. Teachers also described institutional demands and administrative workload as threats to well-being, which they managed through boundary setting, selective task focus, and personal coping routines. The study concludes that teacher well-being emerges from the interplay of emotional fulfillment, social connection, pedagogical agency, and value-based reflection. The implications suggest that leaders and policymakers should prioritize supportive school cultures, reasonable workloads, and professional development that strengthens emotional awareness and reflective practice.

Beyond similarities and differences: Unveiling critical thinking in EFL students’ comparison-contrast essays Ilyas, Hamzah Puadi; Tarmini, Wini; Ahmad, Zuhad
Journal of English and Education (JEE) Vol. 12 No. 1 (2026): VOLUME 12 NO 1 MAY 2026
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v12i1.46352

Critical thinking is widely recognized as a key objective in English as a Foreign Language (EFL) writing instruction. However, few studies have explored how it is demonstrated in specific academic genres. This study examined how EFL university students expressed critical thinking through the writing of comparison-contrast essays. Guided by Paul and Elder’s (2020) critical thinking framework, the study addressed the question: How do EFL students demonstrate critical thinking in the process of composing comparison-contrast essays? The research took place in an essay writing course at a university in Jakarta, Indonesia, involving 20 fifth-semester English education majors aged 21–23. Data included students’ essays and their written reflections on the writing process. The data were analyzed using qualitative content analysis, applying the elements and intellectual standards of critical thinking to identify patterns of reasoning. The findings showed that students demonstrated critical thinking through analytical categorization, evaluative judgments, integration of perspectives, and logical organization. Reflections revealed deliberate thinking strategies that supported the writing process. The study concludes that comparison-contrast writing, when paired with structured instruction and reflective practice, provides a productive platform for developing critical thinking. These insights contribute to genre-based writing pedagogy and support the integration of critical thinking as a central goal in EFL education

Signifikansi Penerapan Literasi pada Peningkatan Kemampuan Menulis Teks Mulyati Mulyati; Gunawan Suryoputro; Wini Tarmini
Ranah: Jurnal Kajian Bahasa Vol 13, No 2 (2024): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v13i2.7875

Teaching the ability to write descriptive texts is essential because it holds significant value for students. However, there are still some challenges, such as unsatisfactory results difficulties in forming text structures, limited vocabulary, and weaknesses in understanding the meaning of texts. This study aims to explore the contribution of literacy implementation in improving the quality of students' descriptive texts. The study used a pre-experimental method with a one-group pretest-posttest design. The primary data, consisting of pretest and posttest results, were analyzed using SPSS 25.0 software. Data processing involved both descriptive and inferential analysis techniques. The implementation of literacy had a significant effect on students' ability to write descriptive texts (significance: 0.000 < 0.005). After literacy was implemented, there was a significant improvement in students' ability to write descriptive texts, both in text presentation and descriptive text language. The conclusion of this study provides evidence that literacy implementation is effective in enhancing students' descriptive text writing skills, particularly in language. AbstrakMengajarkan kemampuan menulis teks deskripsi sangat penting karena memiliki nilai yang signifikan bagi siswa. Namun, masih terdapat beberapa tantangan seperti hasil yang kurang memuaskan, kesulitan dalam membentuk struktur teks, keterbatasan kosakata, dan kelemahan dalam memahami makna teks. Penelitian ini bertujuan untuk mengeksplorasi kontribusi penerapan literasi dalam meningkatkan kualitas teks deskripsi siswa. Penelitian ini menggunakan metode pre-experimental dengan desain pretest-posttest pada satu kelompok. Data utama berupa hasil pretest dan posttest dianalisis menggunakan perangkat lunak SPSS 25.0. Pengolahan data melibatkan teknik analisis deskriptif dan inferensial. Penerapan literasi signifikan mempengaruhi kemampuan menulis teks deskripsi siswa (signifikansi: 0.000<0.005). Setelah literasi diterapkan, terjadi peningkatan yang signifikan dalam kemampuan menulis teks deskripsi siswa, baik dalam penyajian teks maupun bahasa teks deskripsi. Simpulan dalam penelitian ini memberikan bukti bahwa penerapan literasi efektif meningkatkan kemampuan menulis teks deskripsi pada siswa, khususnya dalam penguasaan.

Reader-Response Theory: Using Literary Works to Promote EFL Students Critical Reading Skills Hamzah Puadi Ilyas; Ihsana El-Khuluqo; Wini Tarmini
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigated the combination of literary works and reader-response theory as a form of literary criticism to promote EFL students critical reading skills. To this end, 21 EFL students taking a reading course at a private university participated in the research. They were given five short stories in five sessions, read them, and responded to them based on reader-response theory. Oral and written responses were collected and analyzed to identify the elements of critical reading skills present. The study also distributed an open-response questionnaire to determine the processes students followed during reading activities. Thus, both the products (e.g., presentations, written responses, discussions) and processes of reading were investigated. The findings showed that five noticeable elements of critical reading emerged: reflecting, analyzing, interpreting, commenting, and reasoning. In addition, the activities had other benefits: students became involved in vocabulary acquisition and engaged with authentic materials. The study suggests that, apart from enhancing comprehension, reader-response theory and literary works can promote EFL students critical reading skills.

Advancing Minds: Critical Thinking Pedagogies in Indonesian EFL High School Speaking Lessons Hamzah Puadi Ilyas; Wini Tarmini
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.37248

Critical thinking is increasingly recognized as an essential component of English language teaching, yet its integration into speaking instruction in high school settings remains limited. This study aims to examine the pedagogical strategies Indonesian high school EFL teachers use to foster critical thinking during speaking activities. The research was conducted in eight Indonesian cities with nineteen English teachers from public and private high schools. Data were collected through in-depth semi-structured interviews and document analysis of lesson plans. Using a qualitative methodological design, athematic analysis approach was used to interpret the data. The findings showed that teachers promoted critical thinking through three main strategies: designing thought-provoking speaking tasks connected to real issues, scaffolding reasoning through purposeful and open-ended questions, and encouraging dialogic interaction that supported reflective peer exchange. These strategies helped students examine ideas, justify positions, and respond with greater clarity. The study concludes that speaking lessons can serve as a meaningful space for developing critical thinking when teachers intentionally design tasks and interactional structures that support deeper reasoning. The implications highlight the need for teacher education programs to emphasize practical models of questioning and collaborative speaking tasks and encourage schools to provide supportive environments for critical thinking-oriented pedagogy.

Meningkatkan Kemampuan Literasi dan Imajinasi Pelajar Melalui Pelatihan Menulis Cerita Pendek : Penelitian Wini Tarmini; Hamzah Puadi Ilyas
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.5991

Pelatihan menulis cerita pendek bertujuan untuk meningkatkan keterampilan menulis, kreativitas, dan imajinasi pelajar, khususnya di kalangan siswa kelas 11 di Perguruan Al Istiqomah, Tangerang, Provinsi Banten. Kegiatan ini dilaksanakan dalam bentuk sesi tatap muka yang terdiri dari tiga tahap: pengenalan teori, penerapan teori dalam penulisan, dan evaluasi melalui diskusi kelompok. Pelatihan ini menekankan pada pengajaran elemen dasar cerita pendek, seperti tema, karakter, plot, latar (setting), dan gaya bahasa. Hasil pelatihan menunjukkan peningkatan signifikan dalam keterampilan menulis peserta, yang tercermin pada kualitas cerita yang lebih terstruktur dan kreatif. Selain itu, pelatihan ini berhasil merangsang kreativitas dan imajinasi peserta, dengan banyak peserta yang menghasilkan cerita yang lebih kompleks dan penuh imajinasi. Proses diskusi kelompok dan umpan balik konstruktif turut memperkaya proses pembelajaran. Meskipun demikian, untuk mencapai dampak jangka panjang, disarankan agar pelatihan ini dilanjutkan dalam program berkelanjutan yang lebih terstruktur. Penelitian lanjutan juga diperlukan untuk mengukur efek jangka panjang terhadap keterampilan literasi dan kreativitas siswa. Pelatihan ini berpotensi menjadi model yang efektif dalam pengembangan literasi kreatif di tingkat sekolah menengah.

Interpreting pedagogical beliefs: English language teaching in Islamic educational institutions Ilyas, Hamzah Puadi; Tarmini, Wini
Englisia Journal Vol 13 No 1 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v13i1.32156

Within Islamic educational institutions, English language instruction embodies a dual focus: the cultivation of linguistic proficiency and the transmission of ethical and spiritual values. This qualitative phenomenological study investigates the pedagogical beliefs of English teachers in Madrasah Aliyah (Islamic senior high schools) and their subsequent enactment in classroom practice. The research addresses two core questions: (1) What epistemological and pedagogical beliefs underpin their approach to English language teaching? and (2) How are these beliefs operationalized in instructional strategies and teacher-student dynamics? Conducted across three urban centers in Indonesia—Jakarta, Bogor, and Tangerang—the study engaged eleven experienced English teachers, each with over five years of service. Data were gathered via semi-structured interviews and non-participant classroom observations, then subjected to thematic analysis. Findings reveal that teachers conceptualize English not merely as a global lingua franca but as a vehicle for fostering ethical conduct and spiritual consciousness. This belief system manifests in pedagogical actions such as adapting secular textbook content, intentionally embedding Islamic principles into lessons, and modeling values of respect and integrity. The study concludes that a strong alignment exists between teacher belief and pedagogical practice within this faith-based context. It underscores the necessity for teacher education programs to explicitly bridge English language teaching methodologies with Islamic educational philosophy and calls upon curriculum developers to design materials that integrate linguistic and moral-ethical learning objectives.

PENGUATAN LITERASI DIGITAL BAGI SISWA SMA MUHAMMADIYAH SAWANGAN UNTUK MENINGKATKAN PEMANFAATAN INTERNET DALAM PEMBELAJARAN Syarif Hidayatullah; Wini Tarmini; Achmad Abimubarok; Nur Aini Puspitasari
GERVASI: Jurnal Pengabdian kepada Masyarakat Vol. 10 No. 1 (2026): GERVASI: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/gervasi.v10i1.9905

Sekolah sering kali memanfaatkan teknologi digital sebagai bagian dari pembelajaran. Namun belum ada pelatihan yang menekankan literasi digital. Akibatnya, peserta didik menggunakan internet secara keliru. Tujuan kegiatan pengabdian masyarakat ini adalah untuk menguatkan kemampuan literasi digital pada peserta didik SMA Muhammadiyah Sawangan untuk meningkatkan kemampuan siswa dalam memanfaatkan internet dalam pembelajaran. Metode pelaksanaan pengabdiannya adalah service learning dengan mengombinasikan ceramah, tanya jawab, dan diskusi kelompok dalam memecahkan studi kasus. Kegiatan ini diikuti oleh 68 peserta. Evaluasi yang digunakan dalam kegiatan pengabdian masyarakat ini berbentuk tes dengan memanfaatkan platform Wayground. Instrumen yang digunakan berupa tes literasi digital berbasis pilihan ganda yang telah divalidasi oleh ahli. Hasil tes kemudian dianalisis menggunakan analisis deskriptif dan uji perbandingan skor pretest dan postest. Hasil kegiatan ini menunjukkan bahwa terdapat perubahan signifikan antara pretest dan postest dengan rata-rata 12% dari seluruh aspek yang dinilai. Dapat disimpulkan kegiatan ini berhasil meningkatkan kemampuan literasi digital peserta.

Co-Authors Abd. Rahman A. Ghani Abd. Rasyid Syamsuri Abdul Aziz Abimubarok, Achmad Achril Zalmansyah Ade Anggraini Kartika Devi Ade Anggraini Kartika Devi ADE HIKMAT Adi Rustandi Ahmad Hidayatullah Ahmad, Zuhad Ajeng Trisnasasti Ali Mustofa Andi Purnama Andi Purnama Andi Wibowo Anjelina, Nadya Apriyadi, Hendra Ari Prayogi Basuki Cahyo Nusantoro Bayu Andi Mardlona Dendy Sugono Desi Susanti Deyana Wanda Aulia Dwi Tiya Juwita Eka Sofia Agustina Ekawati, Elisabeth Devitta Elfrida Ratnawati Enok Sadiah Era Octafiona Eva Sartika Sari Evi Susanti Evita Evita Fairul Zabadi Fairul Zabadi, Fairul Fauzi Afriansyah Fauzi Afriansyah Fernanda Y. Listeini Fistin Lidanti Fitri Daryanti Gita Andriana Gunawan Suryoputro Gunawan Suryoputro, Gunawan Hajar Hamzah Puadi Ilyas Hamzah Puadi Ilyas Hamzah Puadi Ilyas, Hamzah Puadi Hapzi Ali hasyimkan hasyimkan Herpratiwi Herpratiw Hery Muljono Hidayati, Deasy Wahyu Ibrahim, Nini Ihsana El-Khuluqo Imam Safi'i Imam Safii Imam Safi’i Ina Nurannisa Iqbal Hilal Jully Andry Yanto Kahfie Nazaruddin Karomani Karomani Karomani Karomani Laili Apriana Leny Gustina Yunregiarsih Lili Wahdini Lili Wahdini Maghfiroh, Hayatin Nur Maman Rukmana Marendra Agung J.W Maria Kristiningsih Martini Arelina Nike Pangaribuan Mira Oktaria Muhammad Fuad Muhammad Yusuf Saputro Mukodas Arif Subekti Mulyanto Widodo Mulyati Mulyati Nabilla Kurnia Adzan Nadya Anjelina Nani Solihati Nani Solihati Ni Nyoman Wetty Suliani Nini Ibrahim Novi Andayani Praptiningsih Nugraha, Edy Nur Aini Puspitasari Nurhidayah, Ghina Nurlaksana Eko Rusminto Nurudin Nurudin Prima Gusti Yanti Putri Markinda Rahmadani R. Sapto Hendri Boedi Soesatyo Rahman, Fauzi Rahmayanti, Indah Rahmiwati Marsinun Raihan Riza Ramadhan Raudhatul Jannah Reni Warpitasai Ria Candra Dewi Rika Wildasari Rindu Azzahra Rahma Nazir Rismita Rismita Rosita, Eva rusty saraswati Sadiah, Enok Safi'i, Imam Safi’i, Imam Sapitri, Pepi Saputro, Muhammad Yusuf Selviyani Melia Serlinika, Cipi Silvana Yulanda Siska Mega Diana Siti Fara Dibah Siti Samhati Siti Zubaidah Sobri Sobri Sobri Sobri, Sobri Somariah Fitriani Sri Mulyani Suci Larassaty Sugeng Riadi Sulistyawati Sulistyawati Supriyati Supriyati Suryanling Syarif Hidayatullah Tati Nurhikmah Trie Utari Dewi, Trie Utari Witrianti, Kurnia Luvitha Wulan Wulan Yeni Sulaeman Z. Soraya Ayu Purnama Sari Zaifa Alfianti

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