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All Journal ELT Echo ELT Forum: Journal of English Language Teaching SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JEES: Journal of English Educational Study ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH ACITYA Journal of Teaching & Education SAGA: Journal of English Language Teaching and Applied Linguistics Education and Linguistics Knowledge Journal (Edulink) Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Panrannuangku Jurnal Pengabdian Masyarakat ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) RUANG KATA: Journal of Language and Literature Studies Indonesian Journal of Educational Development (IJED) ELECTRUM: The English Language and Education Spectrum Surakarta English and Literature Journal Metathesis: Journal of English Language, Literature, and Teaching Taawun: Jurnal Pengabdian kepada Masyarakat
Afi Normawati
Universitas Tidar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Nursing Public Health Social Sciences Other

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CHALLENGES AND STRATEGIES IN THE IMPLEMENTATION OF ENGLISH SYLLABUS IN HIGHER EDUCATION Normawati, Afi; Putra, Daffa Alamsyah; Manggolo, Noor Sahid Kusuma Hadi; Nugrahaeni, Dwitiya Ari
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.5297

Abstract

The implementation of an English syllabus in higher education often reveals a gap between the planned curriculum and actual classroom practice. While this is a known issue, limited research has explored the specific challenges and strategies from the perspective of lecturers in the Indonesian university context. This study addresses this gap by investigating the difficulties lecturers face and the adaptive strategies they employ. This research utilised a qualitative descriptive method, gathering data through semi-structured interviews and classroom observations with English language lecturers from several Indonesian universities. The findings reveal that challenges in syllabus implementation are caused by both internal and external factors. The internal factor is the significant variation in students’ English proficiency level, which is often linked to students’ motivation gap and limited English language practice, leading to the needs for differentiated learning in the classroom. The external factor is the world rapid change, which requires teaching materials to remain relevant and updated. In addition, time constraints further complicate the implementation. To manage these, lecturers apply strategies such as differentiated teaching, strategic code-switching, material updates, and flexible time management. Importantly, lecturers perceive these adaptations not as a misalignment with the syllabus, but as a necessary and professional flexibility to meet students' needs. The study concludes that effective syllabus implementation is a dynamic process of adaptation rather than rigid adherence. A collaborative approach between syllabus designers and implementers, combined with continuous evaluation, is essential to ensure the syllabus remains a relevant and effective tool that can respond to diverse student needs.
Enhancing preservice teachers’ metacognition and critical thinking through the ERIC Darmawan, Ericka; Ramadani, Shefa Dwijayanti; Normawati, Afi; Krisma, Dita Aldila; Admawati, Harsi; Agustyaningrum, Nina
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5026

Abstract

Metacognitive and critical thinking skills are essential skills for being an effective learner. However, the results of previous studies indicate that these two skills in preservice teachers still require improvement. This research aimed to investigate the potential impact of the Exploring-Resuming Integrated Criticizing (ERIC) learning strategy on enhancing the metacognitive and critical thinking skills of preservice teachers. The study employed a quasi-experimental research design with a pretest and post-test component. The research population consisted of all biology education students at a university in Magelang City, Central Java, Indonesia. The sample consisted of 54 students from two classes enrolled in Plant Physiology, selected via cluster random sampling. Data on metacognitive and critical thinking skills were collected through pretest and posttest essay assessments. The data were analyzed using Analysis of Covariance (ANCOVA). The results of this study showed that the ERIC learning strategy has a significant impact on the preservice teachers’ metacognitive and critical thinking skills. We found that implementing ERIC learning led to higher metacognitive and critical thinking skills than those taught with a traditional approach. The research results recommend that ERIC be implemented as an active learning strategy to encourage the development of metacognitive and critical thinking skills.
Needs Analysis to Develop the Materials for English as a General Course for Non-English Department Students Normawati, Afi; Nugrahaeni , Dwitiya Ari
English Education:Journal of English Teaching and Research Vol 8 No 1 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i1.19537

Abstract

Developing appropriate resources for a language learning programme, including those for English as a general course, is pivotal in order for the students’ learning to be successful. Prior to the development, the students’ needs should be assessed so that the materials developer obtains a comprehensive view of what the students need. This study aims to investigate the students’ needs to develop the materials for English as a general course for non-English Department students. The research was conducted at Universitas Tidar and involved 240 students from different departments. Quantitative research was employed as the approach of the study, and the data were collected by using a questionnaire. The findings show that the students are motivated to learn English for their potential careers in the future and for global communication. In addition, the students claim that they need to master listening, speaking, reading, and writing skill, as well as grammar and pronunciation. Further, the students consider listening as the most difficult macro skill to master and grammar as the most challenging language aspect to learn. Meanwhile, in relation to the topics, English for everyday, academic, and professional purpose are among the points that should be covered in the materials. In regard to the activity design, in-class activities that the students are most enthusiastic about are practicing pronunciation, learning vocabulary, and watching English-language videos; meanwhile, the students prefer to create videos and work on a project as their assignment. Moreover, they feel enthusiastic when working in groups rather than working in pairs and individually.
Pelatihan pembelajaran mendalam bagi guru SD di Magelang sebagai transformasi pembelajaran kurikulum merdeka. Muqtada, Moh. Rikza; Agustyaningrum, Nina; Normawati, Afi; Manggolo, Noor Sahid Kusuma Hadi; Nailufar, Uyun; Oktavia, Fahsa
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 1 (2026): February
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i1.35641

Abstract

Abstrak Saat ini banyak permasalahan pada penerapan pembelajaran. Pembelajaran masih monoton serta metode pembelajaran yang digunakan kurang tepat. Perlu dilakukan inovasi pembelajaran yang dapat menciptakan pembelajaran yang berkesadaran, bermakna dan menyenangkan agar pelaksanaan pembelajaran dapat bermakna. Salah satu pendekatan yang dapat digunakan yaitu Pendekatan pembelajaran mendalam. Kondisi terkini yang ada yaitu guru-guru masih belum memahami penerapan pembelajaran mendalam. Hal ini dikarenakan pendekatan ini baru saja diinstruksikan untuk dilaksanakan. Tujuan Pengabdian Kepada Masyarakat (PKM) ini yaitu meningkatkan pemahaman guru tentang konsep pembelajaran mendalam. Kegiatan yang dilaksanakan pada 5 Agustus 2025 ini diikuti oleh 7 guru dari SDN Girirejo Magelang dan 9 guru dari SDN Geger Magelang. PKM terdiri dari tiga tahap, yaitu tahap persiapan, tahap pelaksanaan, serta tahap evaluasi. Pelaksanaan kegiatan berupa pelatihan dan pendampingan terkait konsep pembelajaran mendalam serta implementasinya dalam pembelajaran di kelas. Hasil kegiatan yaitu nilai rata-rata pretest 42,5 menjadi nilai rata-rata posttest 81,5. Hal ini berarti terdapat peningkatan pengetahuan guru terkait pembelajaran mendalam. Kata kunci: kurikulum merdeka; pelatihan; pembelajaran mendalam. AbstractCurrently, there are many problems in the implementation of learning. Learning is still monotonous and the learning methods used are inappropriate. It is necessary to innovate learning that can create conscious, meaningful, and enjoyable learning so that the implementation of learning can be meaningful. One approach that can be used is the Deep Learning Approach. The current situation is that teachers still do not understand the implementation of Deep Learning. This is because the approach has only recently been instructed to be implemented. The objectives of this Community Service Program (PKM) are 1) to provide an understanding of the concept of Deep Learning; 2) to provide an understanding of the Deep Learning framework; and 3) to provide an understanding of Deep Learning strategies in the classroom. The participants were 12 teachers from SDN Girirejo Magelang and 12 teachers from SDN Geger Magelang. PKM consisted of three stages, namely the preparation stage, the implementation stage, and the evaluation stage. The activities were carried out in the form of training and mentoring related to the concept of Deep Learning and its implementation in classroom learning. The results of the activity showed an increase in teachers' knowledge of Deep Learning, with an average pretest score of 42.5 and an average posttest score of 81.5. Furthermore, the training participants assessed that the teachers responded very positively to the training. Keywords: deep learning; merdeka curriculum; training          
Co-Authors Admawati, Harsi Allvian I. F. Susanto Allvian Ika Fiki Susanto Allvian Ika Fiki Susanto Allvian Susanto Antonius Sugeng Setyawan Nur Astuty Astuty, Astuty Aziza Restu Febrianto Barans Irawan Palangan Dwitiya Ari Nugrahaeni Efrika Siboro Ericka Darmawan Farikah Febrianto, Aziza Restu Hamdani, Rifki Jayanti, Widya Mas Mardavam Krisma, Dita Aldila Mazid, Sukron Mimi Mulyani Muhammad Irvan Ardianto Muqtada, Moh. Rikza Nina Agustyaningrum Noor Sahid Kusuma Hadi Manggolo Nugraeni, Oktavia Rizky Nugrahaeni , Dwitiya Ari Nurul Ngaini Khusniyati Oktavia, Fahsa Panggih Rahardi Pavita, Maria Dimitrij Angie Putra, Daffa Alamsyah Raikhana, Salma Shefa Dwijayanti Ramadani Susanto, Allvian Tri Himatul Aliyah Uyun Nailufar, Uyun Vina Oktaviana