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All Journal Panrita Abdi - Jurnal Pengabdian pada Masyarakat Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat FOSTER: Journal of English Language Teaching Lingua Studies in English Language and Education
Tara Mustikaning Palupi
Universitas Negeri Jakarta
Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences Other

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PELATIHAN GOOGLE WORKSPACE FOR EDUCATION MELALUI PEMBELAJARAN BERBASIS PROYEK BAGI GURU SMP Tara Mustikaning Palupi; Ellis Tamela
Panrita Abdi - Jurnal Pengabdian pada Masyarakat Vol. 6 No. 3 (2022): Jurnal Panrita Abdi - Juli 2022
Publisher : LP2M Universitas Hasanuddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20956/pa.v6i3.17968

Abstract

One of the innovations initiated by the Ministry of Education, Culture, Research and Technology is Akun Pembelajaran which can be accessed through www.belajar.id and can be utilized by students, educators, and education staff. Akun Pembelajaran is in the form of a Google Account with the @belajar.id domain. Since the use of technology and mastery of digital literacy are essential to be mastered by teachers considering that a number of learning materials are currently available in the internet. This training aimed to assist English teachers, especially in Kabupaten Mimika, Papua in accessing the features available in Google Workspace for Education. It is hoped that teachers can maximize the online learning process of students during the distance learning. In addition, teachers were also trained to implement project-based learning activities by creating English materials for grades 7, 8, or 9 using Google Workspace. This workshop was held for junior high school teachers using one of the Google Workspace for Education features, namely Google Meet, three times. Each meeting was for approximately 3 hours. Based on the result from the questionnaire, all teachers are satisfied with the performance of the committee and in terms of content activities. In addition, the teachers have produced their English materials by applying the features of Google Workspace for Education which result can be accessed in the link https://sites.google.com/view/p2mpspbingunj2021/ beranda?authuser=0. --- Salah satu terobosan yang dilakukan oleh Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi adalah peluncuran Akun Pembelajaran yang dapat diakses melalui www.belajar.id. Akun tersebut dapat digunakan oleh peserta didik, pendidik, dan tenaga kependidikan untuk mengakses layanan pembelajaran berbasis elektronik. Akun Pembelajaran dibuat dalam bentuk Akun Google dengan domain @belajar.id. Pemanfaatan teknologi dan penguasaan literasi digital menjadi penting dikuasai guru mengingat bahan pembelajaran pada saat ini banyak yang bersumber dan diakses dari internet. Pelatihan ini bertujuan untuk membantu para guru Bahasa Inggris di Kabupaten Mimika, Papua dalam mengakses fitur-fitur yang ada di Google Workspace for Education, sehingga diharapkan para guru dapat memaksimalkan proses pembelajaran siswa secara daring selama pelaksanaan pembelajaran jarak jauh. Selain itu, para guru juga dilatih untuk menerapkan kegiatan pembelajaran berbasis proyek dengan cara membuat materi Bahasa Inggris untuk kelas 7, 8, atau 9 dengan memanfaatkan fitur-fitur tersebut. Pelatihan ini diadakan bagi guru tingkat SMP dengan menggunakan salah satu fitur Google Workspace for Education yaitu Google Meet sebanyak tiga kali dengan masing-masing pertemuan selama kurang lebih 3 jam. Hasil pelatihan berdasarkan analisa kuesioner, yaitu peserta puas dengan kerja panitia dalam hal penyelenggaraan acara serta dalam konten kegiatan. Selain itu, para peserta juga sudah terampil menciptakan materi pembelajaran Bahasa Inggris dengan memanfaatkan fitur-fitur pada Google Workspace, yang hasilnya dapat diakses melalui tautan https://sites.google.com/view/p2mpspbingunj2021/ beranda?authuser=0.
DESIGNING LMS AND CMS FOR CRITICAL LITERACY COURSE Tara Mustikaning Palupi; Ilza Mayuni
Lingua Vol 19 No 1 (2023): Lingua: jurnal Pendidikan Bahasa
Publisher : Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/lingua.v19i1.2549

Abstract

This second-year study which took place in 2022 aims to investigate, determine and design a learning management system (LMS) design through Moodle and Content Management System (CMS) through Google Sites for Critical Literacy course in Prodi Pendidikan Bahasa Inggris UNJ. Critical Literacy course aims to prepare the students to have the ability to interpret text critically and communicate actively in the multimodal context in a hybrid learning process. The study was conducted with the qualitative approach with The Successive Approximation Model (SAM) iterative phase research design. Throughout the Savvy Start and Iterative Design Phase, the phase rotated through design, prototype, and review to make sure students and lecturers can contribute and support the design direction. Forty-four students and one lecturer generates as participants in this study. Two kinds of modules were developed during the study, namely: (1) LMS on www.onlinelearning.unj.ac.id and (2) CMS on Google Sites. LMS and CMS modules for the Critical Literacy course were: (1) Defining Critical Literacy, (2) Literacy, Critical Literacy, Multi-literacy, Multimodal, (3) Data Literacy, Fact, and Hoax (4) Analyzing Multimodal Text (5) Reflective Notes (6) Mid-term Test (7) Analyzing Various Texts (8) Wrap Up (9) Final Semester Individual Project. These nine headings were categorized into four topics namely: Theories, Tests, Reflection, and Projects. The theories can be used to deliver learning materials and examples in the form of text, video, slides, QR codes, and websites. Meanwhile, the test could be used to provide assignments, exercises, and learning evaluations. Reflection was used to provide the students with opportunities to do both self- and peer-reflection on the learning processes. Finally, the projects were used to involve the students with problem-solving skills and self-regulated learning. The study’s findings showed that LMS and CMS could handle the complexity of teaching Critical Literacy in the digital environment. The Critical Literacy course should have attracted interest or participation from the students to familiarize, encourage, fulfill, assess, and comprehend the various texts. This LMS and CMS also provided students with class discussion, credible references, project-based activities, and criticism on literacy topics.
Perancangan Modul SIOP Kurikulum Merdeka: Pendampingan Guru Bahasa Inggris SMP Ilza Mayuni; Tara Mustikaning Palupi; Imas Wahyu Agustina; Pieter Pieter
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 7 No 1 (2025): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v7i1.1026

Abstract

Kurikulum Merdeka telah diterapkan di seluruh SMP di Kabupaten Agam, Sumatera Barat, sejak 2023, namun pelatihan on-the-job coaching sebagai Guru Penggerak belum dilakukan secara merata. Diskusi terpumpun dengan MGMP Bahasa Inggris SMP menunjukkan bahwa guru mengalami kesulitan dalam merancang pembelajaran berbasis kurikulum ini akibat kurangnya pemahaman tentang model pengajaran yang sesuai. Untuk mengatasi masalah ini, program pendampingan dilakukan terhadap 48 guru guna meningkatkan keterampilan mereka dalam menyusun modul ajar berbasis Sheltered Instruction Observation Protocol (SIOP). Dengan pendekatan literacy coaching, metode yang digunakan mencakup direct instruction, modeling and coaching, independent application, dan reflection. Hasil evaluasi menunjukkan bahwa pelatihan ini berperan dalam meningkatkan pemahaman peserta terkait komponen dan fungsi SIOP dalam merancang modul ajar, namun perlu adanya komitmen dan pendampingan lebih lanjut dalam penerapannya di kelas.
Tracking teachers experience of adopting my English step to infuse differentiated instruction Ilza Mayuni; Yinghui Chen; Ni Made Ratminingsih; Tara Mustikaning Palupi; Nurhasanah Halim
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.35500

Abstract

As a post-developmental study, this qualitative research is intended to evaluate teachers continued experience in adopting My English Step (MES) digital learning material and promoting inclusion in Differentiated Instruction (DI) at junior high school (JHS). Nine junior high school teachers with MES experience were selected through focus group interviews. Research data were achieved by transforming recorded interviews into verbatim transcription. Three corresponding flows of activity were conducted during data analysis: data condensation, data display, and conclusion drawing and verification. The consistency of findings was triangulated by comparing findings from interviews to those in documents on teachers adoption of MES in class and the literature review. The first finding shows that experiences have influenced MES-usability and teachers intent to adopt MES. Previously perceived as an English learning platform, MES is now posited as an adaptive digital learning object. This digital educational resource can be modified and adhered to its contextual connection. Next, improvements in content and functionality are requisite for MES to be adhered to in English learning in the enactment of Kurikulum Merdeka (KurMer). The last finding affirmed that teacher modification questioning strategies can promote inclusion when adopting and adhering to MES to KurMer. Future research should explore the extent to which students potential to learn English is improved by adopting MES.
AI-Assisted Critical Reading in Enhancing EFL Students’ Argumentative Writing: A Mixed-Methods Study Fitria Rahmawati; Lutfiyah; Tara Mustikaning Palupi; Aliya Noor Cahyani; Atalisi Zalukhu
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.419

Abstract

This study investigates the effect of AI-assisted critical reading on EFL students’ argumentative writing performance. Although previous studies have explored AI in language learning, limited research has specifically examined its role in integrating critical reading with argumentative writing in EFL contexts, particularly using a mixed-methods approach. Employing a mixed-methods approach with an explanatory sequential design, the study involved 50 undergraduate students from Institut Bisnis dan Komputer Indonesia, divided into an experimental group and a control group. The experimental group received instruction through AI-assisted critical reading, while the control group was taught using conventional methods. Data were collected through writing tests (pre-test and post-test) and semi-structured interviews. The quantitative data were analyzed using paired and independent sample t-tests, while the qualitative data were analyzed thematically. The findings revealed that the experimental group showed significantly greater improvement in writing performance compared to the control group, with a large effect size. The results also indicated that AI-assisted critical reading enhanced students’ ability to analyze texts, generate ideas, and organize arguments effectively. In addition, students reported positive perceptions, including increased engagement, confidence, and motivation in learning. This study contributes to the growing body of literature by demonstrating the effectiveness of AI as a cognitive and pedagogical tool that supports the integration of reading and writing processes in EFL contexts.
Co-Authors Agustina, Imas Wahyu Atalisi Zalukhu Cahyani, Aliya Noor Ellis Tamela Fitria Rahmawati Ilza Mayuni Lutfiyah Lutfiyah Ni Made Ratminingsih Nurhasanah Halim Pieter Pieter Yinghui Chen