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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) DEVOTE: Jurnal Pengabdian Masyarakat Global Journal of Innovative and Creativity
Kartini Kartini
Universitas Negeri Makassar
Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Initiation-Response-Feedback Pattern Used by Lecturer-Students in EFL Classroom Interaction Kartini Kartini; Sitti Syakira; Sitti Aisyah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v6i1.5144

Abstract

Applying a descriptive qualitative method with case study design, this research aimed at finding and describing how initiation-response-feedback take place in classroom interaction. The data collection was done through observation conducted in two classes of the third-year students of English Education Department in one of the state universities in Makassar. The observation was conducted three times in each class. Analyzed using discourse analysis, the results show that in term of initiation, four subclasses were used by the lecturer namely requestives,descriptives, elicitation, and informatives. In term of students’ responding act, students used three subclasses features namely positive responding act, negative responding act, and temporization. As for follow-up, the lecturer used three subclasses features namely endorsement, concession, and acknowledgment. This research also found that acknowledgment was used to repair and accept with repair student’s response. Classroom interaction took place by using subclasses of head act. The lecturer uttered initiation based on the function of each subclasses. That was similar to how students’ responding act took place which was based on lecturer initiation. Furthermore, the lecturer responded students’ in many ways based on the responding act. Hence, it should be pointed out that a turn can be made up not only of a single move, but also of two moves: it can be either a combination of a responding and an initiating move, or a follow-up and an initiating move. However, initiation moves, response moves and follow-up moves cannot be separated each other since it was three-part exchange in classroom interaction. Keywords: Initiation-Response-Feedback, Lecturer’s Initiation and Feedback, Students’ Response, EFL Classroom Interaction  
Dari Pengenalan Menuju Pembiasaan: Evaluasi Inovasi MPLS di TK Plus Qurthuba dengan Model CIPP Ushwa Dwi Masrurah Arifin Bando; Muh. Nur Akbar Rasyid; St. Mania; Nur Isra’Ahmad; Kartini Kartini
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.3572

Abstract

Penelitian ini bertujuan untuk mengevaluasi pelaksanaan Masa Pengenalan Lingkungan Sekolah (MPLS) di TK Plus Qurthuba dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Model ini dipilih karena mampu memberikan gambaran menyeluruh tentang kesesuaian tujuan program, kesiapan sumber daya, kualitas pelaksanaan, serta capaian hasil program terhadap perkembangan anak. Penelitian menggunakan pendekatan kualitatif dengan metode studi evaluatif, melibatkan kepala sekolah, guru, orang tua, serta peserta didik sebagai sumber data. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan studi literatur, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa pada aspek context, program MPLS di TK Plus Qurthuba telah relevan dengan visi sekolah dan kebutuhan anak usia dini dalam membangun adaptasi serta pembiasaan Islami. Pada aspek input, kesiapan guru, dukungan orang tua, serta ketersediaan sarana prasarana dinilai cukup memadai, meskipun perlu peningkatan instrumen evaluasi perkembangan anak. Aspek process menunjukkan pelaksanaan MPLS berjalan baik melalui metode bermain, bernyanyi, dongeng Islami, dan pembiasaan adab Islami, meskipun monitoring berkelanjutan masih perlu diperkuat. Pada aspek product, program MPLS terbukti efektif dalam meningkatkan adaptasi anak, kemandirian sederhana, keterampilan sosial, serta perilaku Islami, walaupun evaluasi jangka panjang perlu terus dilakukan. Secara keseluruhan, inovasi MPLS di TK Plus Qurthuba dapat dikategorikan efektif dalam membantu anak beralih dari tahap pengenalan menuju pembiasaan dengan pendekatan Islami. Evaluasi CIPP menegaskan bahwa meskipun masih terdapat beberapa aspek yang perlu ditingkatkan, program ini telah berhasil menciptakan lingkungan belajar yang menyenangkan, kondusif, dan sesuai dengan kebutuhan perkembangan anak usia dini.
SHARING SESSION PENDIDIKAN ANAK DI ERA DIGITAL: MEMBANGUN SIKAP BIJAK DALAM PENGGUNAAN TEKNOLOGI Andromeda Valentino Sinaga; Rimma Sianipar; Muhammad Isnawan Syafir; Kartini Kartini; Fauziah Fauziah
Devote: Jurnal Pengabdian Masyarakat Global Vol. 5 No. 1 (2026): Devote : Jurnal Pengabdian Masyarakat Global, Maret 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/devote.v5i1.5708

Abstract

The rapid growth of digital technology has profoundly influenced children, shaping their cognitive, social, and emotional development. Technology offers many benefits, such as greater access to information and learning opportunities. However, poor supervision can lead to numerous problems, including screen addiction, social issues, and mental health disorders. This community service project was designed to educate parents on both the positive and negative impacts of digital technology in children's lives and to equip them with the skills needed to guide their children toward healthy technology use. Teaching sessions, case-based training, and interactive forums formed the core of the program's curriculum. To evaluate the program’s effectiveness, we conducted interviews and surveys with participants to assess changes in their knowledge and how effectively they applied the strategies taught. The results were encouraging: parents showed increased awareness of the impact of digital media on their children's lives and gained better control over the amount of screen time their children spent. Overall, the program successfully raised parental awareness about the importance of actively assisting and guiding children in the use of technology.
PENERAPAN MODEL PEMBELAJARAN THINK TALK WRITE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DALAM PEMBELAJARAN BAHASA INDONESIA (STUDI SISWA KELAS IV Abdul Hafid; Firdaus Firdaus; Kartini Kartini
JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 5, No 3 (2026): Januari
Publisher : Universtas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppsd.v5i3.76363

Abstract

Penelitian ini adalah Penelitian Tindakan Kelas yang bertujuan mengetahui Penerapan model pembelajaran Think Talk Write untuk meningkatkan kemampuan berpikir kreatif siswa dalam pembelajaran Bahasa Indonesia kelas IV SD Inpres 12/79 Cellu II Kabupaten Bone. Pendekatan penelitian ini adalah kualitatif bersifat deskriptif. Subjek penelitian ini adalah seluruh siswa kelas IV yang berjumlah 24 siswa dan guru kelas IV. Teknik pengumpulan data menggunakan observasi dan tes. Teknik analisis data yaitu reduksi data, mendeskripsikan data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa persentase aktivitas guru pada siklus I mencapai 77,77% (Sedang), sedangkan persentase pada siklus II mencapai 92,59% (Tinggi). Persentase aktivitas siswa pada siklus I 70,37% (Sedang), sedangkan persentase pada siklus II mencapai 92,59% (Tinggi). Perolehan hasil belajar siswa pada siklus I terdapat 15 dari 24 siswa tuntas dengan persentase ketuntasan belajar mencapai 62,5% (Sedang), sedangkan pada siklus II terdapat 12 dari 14 siswa mencapai nilai tuntas dengan persentase ketuntasan belajar mencapai 87,5% (Tinggi). Kesimpulan penelitian adalah model pembelajaran Think Talk Write dapat meningkatkan kemampuan berpikir kreatif siswa dalam pembelajaran Bahasa Indonesia (Studi siswa kelas IV SD Inpres 12/79 cellu II kabupaten bone). 
Co-Authors Abd. Hafid Andromeda Valentino Sinaga Fauziah Fauziah Muh. Nur Akbar Rasyid Nur Isra' Ahmad Rimma Sianipar Sitti Aisyah Sitti Syakira St. Mania Syafir, Muhammad Isnawan Ushwa Dwi Masrurah Arifin Bando