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All Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan ELITE Journal: Journal of English Linguistics, Literature, and Education Tarling : Journal of Language Education
Irra Wahidiyati
UIN Prof. K.H. Saifuddin Zuhri Purwokerto
Education Languange, Linguistic, Communication & Media

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Dampak Psikologis Pembelajaran Daring di Sekolah Dasar Subur Subur; Irra Wahidiyati
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 15 Nomor 2 2022
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv15i2.3571

Abstract

This case study research aims to explore the psychological impact of online learning on teachers, students, and parents through observation and interviews with teachers, students and parents in elementary schools. The findings of the study reveal that online learning impacted teachers because they worked beyond the allotted time, they could not recognize students well, they had difficulty in monitoring students’ learning processes, and they found it difficult to determine student learning outcomes. The students’ discipline level lessened because the school hours are different from before the pandemic and their learning motivation decreased. As for the parents, online learning added to the burden in terms of costs, time and thoughts.Keywords: Online learning; pandemic period; psychological impact 
Implementation of Peer Tutoring in Hybrid Learning for Media Literacy Subject: Students' Perception Irra Wahidiyati
ELITE JOURNAL Vol 5 No 3 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT This research discussed the application of peer tutoring in hybrid learning in teaching Media Literacy courses at the Faculty of Tarbiya and Teacher Training UIN Prof. K. H. Saifuddin Zuhri Purwokerto. It is a descriptive quantitative study. One of the courses in semester 4 is media literacy and is implemented in a hybrid way. Lecturers apply peer tutoring in media literacy lectures because the material includes the application of Microsoft word, excel, PowerPoint, infographics, LMS, and social media in learning. It isn't easy to implement when the teaching-learning is done online via Google Meet or Zoom. This study uses an interview and questionnaire distributed to 4th-semester students to obtain information related to their perception of the application of this peer tutoring. The questionnaire results stated that peer tutoring was beneficial offline and online. It's just that when offline, students can immediately check whether their friends apply what they are taught. If it is done offline, students can check each other's understanding by seeing their friends practice the material presented directly. At the same time, online, it will be challenging to check student understanding. When implemented online, students can only check the final result of what is taught that day, not the process. The advantages of implementing peer tutoring are to harness and further develop the skills of pupils who are already considered to be highly skilled in terms of providing friendship and support to others, to encourage the continued and ongoing use of 'support teams to ensure the inclusion of all students in the school context, to develop further the social and emotional skills of those students identified as members of the group. Keywords: hybrid learning, peer tutoring, perception
The Design of Language Testing and Evaluation Materials for the English Department Irra Wahidiyati; Windhariyati Dyah K; Ghaida Thifal
Tarling : Journal of Language Education Vol. 10 No. 2 (2026): Juli
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/zmt7nq49

Abstract

Background - The students of Tadris Bahasa Inggris need explicit material about assessments and tests. They need the material to develop listening and speaking skills. Next, the TBI students must master the creation of writing and reading test items. In addition to creating writing and reading test items. Urgency of Research – The needs analysis shows that students’ needs regarding the Language Testing and Evaluation subjects in the English Department of UIN Prof. K. H. Saifuddin Zuhri Purwokerto. They need information on how to create assessment rubrics for them. The learning materials used are compiled to meet the students' needs. Research Objectives – This study conducts a needs analysis of students' needs regarding the Language Testing and Evaluation subject and designs new material for it. Research Method - A mixed method was used to answer the research questions. The researcher analyzed the institution's problems and assessed whether students' needs aligned with the syllabus or lesson plan. The information sources were 100 students and 2 lecturers. Research Findings – The draft of the material consists of 7 chapters. Chapter 1 discusses assessment concepts and issues. Chapter 2 discusses the principles of language assessment. Chapter 3 discusses the design of classroom language tests and standardized testing. Chapter 5 discussed the assessment of listening, including intensive, responsive, selective, and extensive listening. Chapter 6 discusses assessing speaking, including imitative, intensive, responsive, interactive, and extensive speaking. Chapter 7 discusses the assessment of reading, including perceptive, selective, interactive, and extensive reading. Chapter 8 discusses assessing writing, including imitative, intensive, responsive, and extensive. Chapter 9 discusses the assessment of grammar and vocabulary. The last chapter discusses the grading and evaluation process. Research Conclusion & Novelty - The materials integrate assessment theory, test construction, and rubric development for all language skills into a single contextualized resource designed to promote Language Assessment Literacy.
Co-Authors Ghaida Thifal Subur Subur Windhariyati Dyah K