Article Per Year (5 Year)
p-Index From 2021 - 2026
1.152
P-Index
This Author published in this journals
All Journal Resona : Jurnal Ilmiah Pengabdian Masyarakat Qalam: Jurnal Ilmu Kependidikan Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Panrita LEOTECH: Journal of Learning Education and Technology Lingeduca: Journal of Language and Education Studies
Hasbiyah Srianah Amir
Institut Ilmu Sosial Dan Bisnis Andi Sapada
Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
Developing the Vocabulary Mastery of Students through Educational Games Hasbiyah Srianah Amir; Utary Rustam; Ruslan Hasyim
Qalam : Jurnal Ilmu Kependidikan Vol. 12 No. 1 (2023): Juni
Publisher : Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/jq.v12i1.2297

Abstract

Abstract It is well known that educational game is able to develop English language skills of children in an attractive way. It can reduce boredom and increase the student’s interest in teaching and learning activities. It can also make learning process more enjoyable. This research aimed to find out the effect of educational games in developing student’s vocabulary mastery of eight years’ students of SMP Negeri 2 Parepare. This research applied pre-experimental method. The result of pre-test and post-test shows that the student’s vocabulary mastery improved significantly. It is shown from the mean score of pre-test was 65.4 and post-test was 79.4. The result of t-test value (10.294) was higher than t-table value (1.685). It concludes that the use of educational games can develop students’ vocabulary mastery.   Keywords: developing, vocabulary mastery, educational games
Practicality of Gamification-Based VPDLS Media and Its Association with Elementary School Students’ Digital Numeracy Achievement Hasbiyah Srianah Amir; Poopathy Dhanasekaran
LEOTECH: Journal of Learning Education and Technology Vol. 3 No. 1 (2026): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v3i1.338

Abstract

The development of digital learning media is essential in improving elementary school students’ digital numeracy skills. This study aims to analyze the practicality of gamification-based VPDLS media and examine its association with elementary school students’ digital numeracy achievement. A descriptive quantitative approach with comparative analysis was employed. The research involved 343 elementary school students from eight schools. Data were collected using a digital numeracy essay test and a media practicality questionnaire based on the Technology Acceptance Model. Instrument validity and reliability were analyzed using SmartPLS, while descriptive statistics and ANOVA were conducted using SPSS. The results showed that the VPDLS media demonstrated high practicality, with students perceiving it as easy to use, practical, and comfortable for learning. Students’ digital numeracy scores also showed relatively high achievement, with significant differences among schools. The ANOVA results confirmed that both media practicality and digital numeracy achievement varied significantly across learning contexts. These findings indicate that gamification-based VPDLS media has the potential to support students’ engagement in digital numeracy learning, although the results should be interpreted cautiously because the study employed a descriptive quantitative design. In addition, the high level of practicality contributes to students’ acceptance and consistent use of digital learning media. The results are expected to support teachers and educational practitioners in designing effective and user-friendly digital learning media. This study provides empirical evidence regarding the practicality and potential contribution of gamification-based VPDLS media in supporting digital numeracy learning at the elementary school level.
PENINGKATAN KOMPETENSI KOMUNIKASI PUBLIK MELALUI PELATIHAN PUBLIC SPEAKING BAGI MAHASISWA Hasbiyah Srianah Amir; Puspa Sari
RESONA : Jurnal Ilmiah Pengabdian Masyarakat Vol 10, No 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah (LPPI) Universitas Muhammadiyah Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35906/resona.v10i1.2937

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi komunikasi publik mahasiswa melalui pelatihan public speaking. Permasalahan yang melatarbelakangi kegiatan ini adalah masih banyaknya mahasiswa yang mengalami kecemasan berbicara, kurang percaya diri, dan kesulitan menyampaikan gagasan secara terstruktur di depan umum. Pelatihan dilaksanakan melalui empat tahapan, yaitu penyampaian materi, demonstrasi oleh narasumber, praktik dan simulasi, serta pemberian umpan balik. Metode ini menggabungkan pendekatan teoretis dan praktik agar peserta memperoleh pengalaman belajar yang komprehensif. Hasil kegiatan menunjukkan peningkatan pemahaman mahasiswa terhadap teknik dasar public speaking, seperti teknik vokal, bahasa tubuh, dan penyusunan struktur presentasi. Mahasiswa juga menunjukkan peningkatan kepercayaan diri secara bertahap selama praktik, meskipun sebagian peserta awalnya mengalami gejala gugup. Umpan balik yang terstruktur membantu peserta melakukan refleksi dan perbaikan performa. Temuan ini sejalan dengan konsep pembelajaran berbasis pengalaman (experiential learning), yang menegaskan bahwa keterampilan komunikasi berkembang optimal melalui praktik langsung disertai evaluasi konstruktif. Kegiatan ini disarankan dilaksanakan secara berkelanjutan guna mendukung kesiapan mahasiswa menghadapi tuntutan komunikasi akademik dan profesional. Abstract. This community service program aimed to improve university students' public communication competence through public speaking training. The underlying problem was that many students experienced speech anxiety, lacked self-confidence, and struggled to convey ideas in a structured manner in front of an audience. The training was carried out in four stages: delivering materials, demonstration by the resource person, practice and simulation, and feedback provision. This method combined theoretical and practical approaches so participants gained a comprehensive learning experience. Results showed improved understanding of basic public speaking techniques, such as vocal technique, body language, and presentation structuring. Students also showed a gradual increase in confidence during practice, although some participants initially displayed nervousness. Structured feedback helped participants reflect on and improve their performance. These findings align with the concept of experiential learning, which asserts that communication skills develop optimally through direct practice with constructive evaluation. This activity is recommended to be conducted continuously to support students' readiness in facing academic and professional communication demands.
MENINGKATKAN KEMAMPUAN MENULIS MELALUI STRATEGI DIRECTED WRITING ACTIVITY Hasbiyah Srianah Amir
Jurnal Panrita Vol 2 No 1 (2022): Jurnal Panrita-June
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah (LPPI) Universitas Muhamamdiyah Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (314.586 KB) | DOI: 10.35906/panrita.v2i2.175

Abstract

Improving writing ability through directed writing activity strategy of the tenth-year students. This research is to find out whether or not the Directed Writing Activity strategy able to improve the writing ability. The writer applied quasi-experimental method, with two group control and experimental class. The result of the data analysis on mean score of pre-tests was 60.23 and the mean score of post-tests was 83.97. After analyzing the data by using the test formula, the result of t-test value was 6.23 and t-table value was 1.671. It means that the t-test value was greater than t-table value (1.671). This indicated that h1 was accepted and h0 was rejected. It shows that directed writing activity strategy able to improve the students’ writing ability and there is significant difference of the students’ writing ability before and after giving treatment through directed writing activity strategy.
PEMBERDAYAAN PESERTA DIDIK MELALUI PELATIHAN KETERAMPILAN MASTER OF CEREMONY DWIBAHASA Utary Rustam; Hasbiyah Srianah Amir; Jahara Jahara
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 4 (2026): Inpress Vol. 7 No. 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i4.46241

Abstract

Kegiatan Pengabdian kepada Masyarakat (PKM) ini dilaksanakan sebagai upaya untuk meningkatkan keterampilan komunikasi peserta didik di SMAN 5 Parepare melalui pelatihan master of ceremony (MC) dwibahasa. Peserta didik yang tinggal di asrama memiliki potensi yang besar dalam mengasah keterampilan komunikasi, namun teridentifikasi adanya kecemasan dan kurang percaya diri dalam menyampaikan ide secara terbuka. Metode yang digunakan dalam kegiatan ini adalah pelatihan berbasis praktik dengan pendekatan partisipatif dan kolaboratif. Sebanyak 80 peserta didik kelas X dan XI mengikuti pelatihan MC dalam bahasa Indonesia dan Inggris, dengan pendampingan dan umpan balik dari fasilitator. Hasil pelatihan menunjukkan peningkatan signifikan dalam kepercayaan diri, keberanian, serta kemampuan berbahasa Indonesia dan Inggris secara efektif. Selain itu, kegiatan ini juga mendorong peserta didik untuk berani berpendapat dalam diskusi kelas dan aktif dalam kegiatan organisasi sekolah. Hambatan yang dihadapi adalah variasi minat peserta didik, keterbatasan waktu, dan kurangnya pengalaman awal dalam berbicara di depan umum. Secara keseluruhan, kegiatan ini memberikan kontribusi positif bagi pengembangan karakter dan keterampilan komunikasi peserta didik SMAN 5 Parepare. Hasil ini diharapkan dapat menjadi dasar untuk pengembangan kegiatan berkelanjutan dan pembinaan keterampilan komunikasi di lingkungan sekolah secara lebih intensif di masa depan.
THE ROLE OF TECHNOLOGY IN ENGLISH LANGUAGE LEARNING IN THE DIGITAL ERA Hasbiyah Srianah Amir; Utary Rustam
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i1.2048

Abstract

The rapid advancement of technology has significantly transformed English language learning in the digital era. Traditional classroom-based learning has shifted towards technology-enhanced instruction, incorporating digital tools, mobile applications, artificial intelligence, and online learning platforms. This transformation presents new opportunities and challenges in language acquisition, necessitating an in-depth exploration of technology's role in facilitating English language learning. This study aims to analyze the impact of digital technologies on English language learning, focusing on their effectiveness in improving learners' linguistic competencies, engagement, and motivation. A qualitative research method was employed, involving a systematic literature review and thematic analysis of recent studies on technology-assisted language learning. Data were collected from peer-reviewed journal articles, conference proceedings, and educational reports to examine current trends, benefits, and limitations of digital tools in language education. The findings reveal that technology plays a crucial role in enhancing language skills, particularly in listening, speaking, reading, and writing. Digital platforms foster interactive learning, personalized instruction, and autonomous learning experiences. However, challenges such as digital literacy gaps, accessibility issues, and the need for teacher training remain significant barriers to effective technology integration. This study concludes that while technology offers substantial benefits for English language learning, its optimal use requires strategic implementation, teacher readiness, and institutional support. Further research is needed to explore emerging technologies and their long-term impact on language acquisition.
Co-Authors Jahara Jahara Poopathy Dhanasekaran Puspa Sari Ruslan Hasyim Utary Rustam Utary Rustam