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All Journal At-Tafkir Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat (ABDIRA) e-Journal of ELTS (English Language Teaching Society) Edumaspul: Jurnal Pendidikan Journal of Pedagogi
Yuanita Susanti
Universitas Tangerang Raya
Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Other

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Pengorganisasian Kelas dalam Pembelajaran Daring Masa Pandemi di MI Yuanita Susanti; Muhammad Guntur; Rahmat Jaya; Rinovian Rais; Afif Alfiyanto; Fitri Hidayati
At-Tafkir Vol 15 No 1 (2022): AT-TAFKIR: Jurnal Pendidikan, Hukum dan Sosial Keagamaan
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/at.v15i1.4352

Abstract

The purpose of this study was to find out how to organize classes during online learning during the covid-19 pandemic, and to find out what the inhibiting and supporting factors were at MI Assegaf Palembang. This study uses qualitative research methods, using a descriptive approach. Data collection techniques in this study through observation, interviews, and documentation. Informants in this study were principals as key informants, education staff, and teachers as supporting informants. The data analysis used in this research is data reduction, data presentation, and conclusion drawing. The result of this study is that classroom organization during online learning during the pandemic has been going well, according to indicators that support the course of classroom organization, namely, curriculum, teachers, students, facilities, and media. The results of these indicators are 1) curriculum, which is very supportive of the course of the class organization; 2) teachers, that is, almost all of the teacher's tasks at the time of class organization have gone well; 3) students, namely in terms of class organization, students have carried out their duties appropriately; 4) facilities, namely in online learning, the facilities used are by the process; 5) media, namely the online learning process using WhatsApp media more often. The supporting factors are facilities owned by students such as cellphones, laptops, and internet access. The inhibiting factor is that some students still don't have cellphones and some parents still don't understand using cellphones for online learning.
The Effectiveness of English Learning with the Blended Learning Method in the Digital Era: A Literature Review Yuanita Susanti; Afif Alfiyanto; Fitri Hidayati; Muhammad Ghazali
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8946

Abstract

This study aims to explore the effectiveness of United Kingdom language learning with blended learning methods in the digital era. The blended learning method combines face-to-face learning with online learning, which allows flexibility in time and place for students. This study uses a descriptive literature review approach by reviewing relevant articles and journals in the last 10 years (2013-2023) related to the application of blended learning in United Kingdom learning. The results of the study show that the blended learning method is effective in improving students' United Kingdom language skills, especially in speaking and listening skills. Flexibility and the use of interactive technology are the main factors that support the success of this method. However, the study also identified several challenges, such as limited access to technology and low digital literacy, that hinder the implementation of blended learning, especially in developing countries. The novelty of this study lies in a more in-depth analysis of local challenges in the application of blended learning and solutions to improve its effectiveness. This research emphasizes the importance of the role of adequate technology infrastructure and digital literacy training to support the successful implementation of blended learning in the future.
CREATIVE TRAINING ON THE USE OF CANVA AND ANIMAKER IN THE DEVELOPMENT OF ENGLISH ONLINE LEARNING MEDIA IN JUNIOR HIGH SCHOOL Yuanita Susanti; Fitri Hidayati; Muhammad Ghazali
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2025): Volume 6 No 3 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i3.46589

Abstract

Pembelajaran Bahasa Inggris di tingkat SMP memegang peranan strategis dalam membentuk kompetensi komunikasi global dan penguatan karakter siswa. Namun, tantangan pembelajaran daring pasca-pandemi, seperti rendahnya motivasi dan interaksi siswa, memerlukan inovasi media pembelajaran yang interaktif dan menarik. Kegiatan Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kompetensi guru Bahasa Inggris SMP dalam mengembangkan media pembelajaran digital berbasis video interaktif menggunakan Canva dan Animaker. Pelatihan dilaksanakan secara daring melalui Zoom dan diikuti oleh 35 guru dari berbagai daerah di Indonesia. Metode kegiatan meliputi pelatihan, praktik langsung, diskusi, dan pendampingan melalui grup WhatsApp. Hasil observasi, wawancara, dan angket menunjukkan bahwa 91% peserta merasa puas terhadap pelatihan, dan 88% merasa mampu mengaplikasikan materi. Guru melaporkan peningkatan partisipasi siswa, serta munculnya respons berpikir kritis saat menggunakan video interaktif dalam pembelajaran. Sebanyak 72% siswa menunjukkan peningkatan partisipasi aktif, dan 68% mampu memberikan jawaban reflektif. Temuan ini menunjukkan bahwa pelatihan berbasis media digital interaktif efektif dalam meningkatkan keterampilan pedagogis guru sekaligus mendorong pembelajaran berbasis HOTS (Higher Order Thinking Skills). Kegiatan ini memberikan kontribusi konkret terhadap transformasi pembelajaran Bahasa Inggris yang adaptif dan menyenangkan di era digital.
ACCENT VARIATION AND LISTENING LEARNING STRATEGIES: STUDENTS’ EXPERIENCES IN UNDERSTANDING ACCENTED ENGLISH Siffa Annisa Fitri Ramadhani; Yuanita Susanti; Tita Kinasih Intani; Vicky Hidantikarnillah
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6367

Abstract

English as a global lingua franca exposes EFL learners to various English accents that often create difficulties in listening comprehension. However, limited studies have explored how learners use strategies to cope with accent variation. This study investigated students’ learning strategies and experiences in understanding accented English in an Advanced Listening class. Using a mixed-methods sequential explanatory design, the study involved 30 university students in Tangerang. Data were collected through listening tasks, questionnaires, and semi-structured interviews. The findings showed that students frequently used cognitive and metacognitive strategies, such as focusing on key words, predicting meaning, monitoring comprehension, and using subtitles to support understanding. Memory, affective, and social strategies were also applied, although less intensively. Students experienced difficulties related to speech rate, pronunciation differences, and unfamiliar accents, especially non-native varieties. Despite these challenges, students demonstrated positive attitudes and strong self-efficacy toward improving their listening ability through practice and exposure. The study concludes that listening to accented English is a multidimensional process requiring strategic competence, emotional regulation, and broader exposure to diverse English varieties. These findings imply the need for strategy-based listening instruction and increased integration of accent diversity in EFL classrooms.
Digitalization of Education Management: Challenges and Opportunities in the Hybrid Learning Era Ichsan Ichsan; Yuanita Susanti
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/66y2j952

Abstract

Digital transformation in education management is a strategic response to the demands of the industrial revolution 4.0 and society 5.0, which require education systems to be more adaptive, efficient, and information technology-based. Digitalization not only transforms administrative processes but also revolutionizes educational governance structurally and culturally through the integration of systems such as LMS, SIAKAD, and analytical dashboards. In the context of hybrid learning, digital-based education management is key to managing both synchronous and asynchronous learning processes. This study uses a qualitative approach with a literature review method to analyze the challenges and opportunities of digitalizing education management. The analysis shows that although digitalization opens up space for pedagogical innovation and effective data-driven decision-making, various challenges remain, such as infrastructure gaps, low digital literacy, and organizational cultural resistance. However, a flexible, contextual, and participatory managerial approach can overcome these obstacles and encourage the creation of an inclusive and sustainable education ecosystem. Therefore, digitalization in education management must be seen as a systemic process that requires synergy between national policies, human resource readiness, and institutional paradigm shifts to shape resilient, equitable, and quality-oriented 21st-century education.
Pelatihan Sitasi dan Daftar Pustaka Format Turabian Style dengan Mendeley Desktop untuk Mahasiswa Baru Zulvia Trinova; Sri Mulyono; Ai Siti Nurmiati; Jimmy Malintang; Yuanita Susanti
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 2 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i2.1890

Abstract

This This training aimed to improve the understanding and skills of new students in writing citations and bibliographies using the Turabian style with Mendeley Desktop, using practical training methods and intensive mentoring. The training results demonstrated a significant improvement in participants' technical competency. Prior to the training, all new students reported difficulty distinguishing between Turabian footnote and bibliography formats and had never used a reference manager. After participating in an introductory session on Turabian style and a Mendeley installation practice, participants were able to input references manually and via PDF import. They also successfully used the Mendeley plugin in Microsoft Word to insert citations (footnotes) and automatically generate a bibliography. Evaluations showed that 95% of participants successfully compiled a bibliography correctly formatted according to Turabian guidelines, without errors in name order or punctuation. Participants reported increased confidence and efficiency in completing academic assignments that require rigorous source citations. This success confirms that the combination of technical training and practical mentoring is effective in equipping new students with essential information literacy and reference management skills throughout their studies.
Co-Authors Afif Alfiyanto Ai Siti Nurmiati Fitri Hidayati Ichsan Ichsan Jimmy Malintang Muhammad Ghazali Muhammad Guntur Rahmat Jaya Rinovian Rais Siffa Annisa Fitri Ramadhani Sri Mulyono Tita Kinasih Intani Vicky Hidantikarnillah Zulvia Trinova