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All Journal International Journal of Evaluation and Research in Education (IJERE) To Maega: Jurnal Pengabdian Masyarakat Englisia
Masduki Masduki
Universitas Muhammadiyah Malang
Education Other

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Meningkatkan Kreativitas Guru dalam Inovasi Pembelajaran Berbasis HOTS untuk Mengembangkan Berpikir Ktitis dan Kreatif Siswa Ribut Wahyu Eriyanti; Yus Mochamad Cholily; Masduki Masduki
To Maega : Jurnal Pengabdian Masyarakat Vol 5, No 3 (2022): Oktober 2022
Publisher : Universitas Andi Djemma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35914/tomaega.v5i3.1176

Abstract

Abad 21 ditandai dengan perubahan yang sangat cepat akibat teknologi digital, termasuk bidang pendidikan. Guru harus berinovasi agar dapat menciptakan kondisi yang mendorong siswa berkembang daya pikir kritis, kreatif, komunikatif, dan kolaboratif. Guru SMP Muhammadiyah 8 Kota Batu perlu dikembangkan kreativitasnya agar dapat mengembangkan daya kritis dan kreatif siswa. Tujuan kegiatan ini melatih dan mendampingi guru mengembangkan kreativitasnya dalam merancang dan melaksanakan pembelajaran HOTS untuk mengembangkan daya kritis dan kreatif siswa. Kegiatan ini dilaksanakan dengan metode pendampingan dan pelatihan model pembelajaran inovatif berbasis HOTS melalui lesson study for learning community bagi guru Matematika, Bahasa Indonesia, dan IPA. Hasil kegiatan ini menunjukkan bahwa pelatihan dan pendampingan pembelajaran inovatif berbasis HOTS melalui pendampingan lesson study kolaboratif (Lesson Study for Learning Community) guru-guru lebih kreatif dalam merancang, melaksanakan pembelajaran, dan evaluasi secara HOTS. Guru kreatif memilih permasalahan untuk mengembangkan kemampuan siswa mengidentifikasi masalah dalam belajar; merancang langkah-langkah pembelajaran yang dapat membimbing siswa berpikir kritis dan kreatif;  memilih dan merancang bahan ajar, mengembangkan, dan memanfaatkan media pembelajaran;  dan menyusun instrument penilaian pembelajaran untuk memandu siswa belajar dan berpikir tingkat tinggi. Di samping itu, guru menjadi lebih terbuka dengan sesama kolega dalam merancang dan melaksanakan pembelajaran, bahkan dalam merefleksi pembelajaran.
Beyond display and referential questions: Teacher questioning as contingent scaffolding in Indonesian EFL reading instruction Masduki Masduki; Anton Haryadi; Dadang Zakaria
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.56

Abstract

Teacher questioning plays a pivotal role in shaping classroom interaction and fostering cognitive engagement in English as a Foreign Language (EFL) context. This qualitative multiple-case study investigates how Indonesian university EFL instructors employ questioning practices in reading comprehension courses, focusing on question types, interactional strategies, and their influence on student responses. Grounded in cognitive engagement theory and classroom discourse analysis, data were collected through non-participant classroom observations, audio-visual recordings, field notes, and semi-structured interviews with two instructors at the Language Center of Universitas Muhammadiyah Malang. A total of 412 question–response units were analyzed using thematic coding and descriptive frequency analysis. The findings reveal a predominance of display questions, whereas referential and procedural questions occurred less frequently. However, referential and probing questions generated longer, more inferential, and cognitively elaborated student responses. Translation, repetition, and strategic pausing emerged as core scaffolding strategies that mediated comprehension and participation. The study demonstrates that effective questioning resides not merely in the proportion of display versus referential questions, but rather in their strategic sequencing and adaptive modification according to learners' proficiency levels and classroom dynamics. By highlighting the dialogic and scaffolding functions of teacher questioning, this research contributes to classroom discourse scholarship and offers practical implications for fostering balanced, cognitively engaging reading instruction in EFL higher education contexts.
TikTok as a constructivist platform for ethically and algorithmically literate TESL in the industrial era 5.0 Ninik Suryatiningsih; Dwi Priyo Utomo; Joko Widodo; Masduki Masduki
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.37991

Abstract

This research places the integration of TikTok in teaching English as a second language (TESL) as a directed pedagogic design that combines constructivist engagement, digital ethics, and algorithmic literacy in the context of the industrial era 5.0. This study aims to: i) examine the influence of constructivist engagement on speaking fluency; ii) assess the effectiveness of digital ethics rubrics; and iii) test the mediating role of algorithmic literacy. Using a sequential mixed method, the study involved 130 participants (120 students, 10 lecturers) in a 12-week intervention that included ethics orientation and algorithmic literacy, task modeling, micro-speaking video production, rubric-based peer-lecturer feedback, and reflection and revision. Quantitative data were analyzed by regression, paired t-test, analysis of variance (ANOVA), and mediation analysis, while qualitative data were analyzed thematically and integrated through joint displays. Results showed that constructivist involvement had a significant effect on speaking fluency (β=0.68; R²=0.46; p
Co-Authors Anton Haryadi Dadang Zakaria Dwi Priyo Utomo Joko Widodo Ninik Suryatiningsih Ribut Wahyu Eriyanti Yus Mochamad Cholily