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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Sosial Budaya Celt: A Journal of Culture, English Language Teaching & Literature EXPOSURE JOURNAL REFLEKSI EDUKATIKA EDULITE: Journal of English Education, Literature and Culture KREDO : Jurnal Ilmiah Bahasa dan Sastra Jurnal Ilmiah Peuradeun Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Riset Pendidikan Dasar Jurnal Ilmiah Pendidikan dan Pembelajaran JEES: Journal of English Educational Study Jurnal Studi Guru dan Pembelajaran Jurnal Prakarsa Paedagogia JIIP (Jurnal Ilmiah Ilmu Pendidikan) BERNAS: Jurnal Pengabdian Kepada Masyarakat Equity in Education Journal (EEJ) Prominent : Journal of English Studies Borneo Educational Journal (Borju) UAD TEFL International Conference Jurnal Ilmiah Wahana Pendidikan Nusantara: Jurnal Pendidikan Indonesia Muria Jurnal Layanan Masyarakat SWARNA Community Empowerment Journal ILUMINASI: Journal of Research in Education Simple: International Journal of English Education SWARNA: Jurnal Pengabdian Kepada Masyarakat
Ahmad Hilal Madjdi, Ahmad Hilal
Universitas Muria Kudus
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Pelatihan Pengembangan Model Pembelajaran Berbasis “Critical Thinking” Bagi Guru-Guru Bahasa Inggris SMP Negeri 6 Blora Madjdi, Achmad Hilal; Syafei, Muh; Nurcahyo, Agung Dwi; Rokhayani, Atik
Muria Jurnal Layanan Masyarakat Vol 6, No 1 (2024): Maret 2024
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/mjlm.v6i1.11901

Abstract

Merujuk pada hasil survei Programme of International Student Assessment (PISA) yang dilaksanakan pada tahun 2018, kemampuan literasi dan numerasi para siswa Indonesia berada pada posisi lebih rendah dibandingkan dengan siswa di negara-negara lain. Posisi Indonesia pada tahun 2018 untuk membaca berada di peringkat 72 dari 77 negara, dan sains berada di peringkat 70 dari 78 negara (OECD, 2018).  Melihat tingkat literasi yang rendah dari para siswa di Indonesia, maka harus ada upaya yang terus menerus untuk meningkatkan literasi mereka, mengingat literasi menjadi tuntutan bagi para siswa/peserta didik untuk memenuhi kualifikasi kompetensi di abad 21 ini. Saat ini Kemendikbudristek telah mencanangkan penggunaan Kurikulum Merdeka pada satuan-satuan pendidikan di Indonesia. Pengembangan literasi menjadi salah satu fokus dan perhatian pada kurikulum ini sedikit banyak telah mendorong para peneliti, guru dan praktisi pendidikan untuk melakukan eksplorasi keilmuan dalam mengembangkan berbagai model pembelajaran yang menyenangkan, sesuai dengan ragam karakteristik peserta didik dan mampu memacu mereka untuk mengembangkan literasi. Oleh karena itulah, kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan dan pendampingan para guru Bahasa Inggris di SMP Negeri 6 Blora untuk mengembangkan Model Pembelajaran Bahasa Inggris Berbasis “Critical Thinking”.
ENGAGING LEARNERS WITH EVERYDAY ENGLISH ON TIKTOK: TEACHING STRATEGIES FROM @KADANG.SOKINGGRIS Brillian Nugraha; Achmad Hilal Madjdi; Fitri Budi Suryani
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/dxp7zf82

Abstract

This study seeks to analyze the teaching strategies that were found in English learning videos that are published on TikTok using account @kadang.sokinggris as the primary source. In the second phase, 25 videos were selected using purposive sampling methods. The videos were selected using multiple viewing, descriptive note taking and thematic coding. The aims of the study were (1) to identify the types of teaching strategies used, (2) to analyze how the teaching strategies were used in the videos, and (3) to identify the distinct characteristics of the teaching strategies used. This analysis leads to identifying four main groups of strategies. Direct instruction, on-screen text, humor and repetition are shown through multimodal means which combine verbal and non-verbal elements such as gesture, gaze, intonation and text on screen. The three parts of the overall approach taken by the videos' creators include personal humor, an adaptation of colloquial phrases to culture and audience participation. This multimodal approach allows for the more interactional, contextualized, and effective learning of English in the informal digital environment. This study seeks to contribute to the growing learning of online language pedagogy and to reveal the educational potential of short-form video in particular. The study also has pedagogical implications for English teachers and content creators on how to create social media material that is more linguistically relevant and culturally interesting.
QUESTIONING STRATEGIES USED BY SIXTH SEMESTER STUDENTS IN MICROTEACHING CLASS Fatikha Izzatil Fitria; Fitri Budi Suryani; Achmad Hilal Madjdi
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.5225

Abstract

Higher Order Thinking Skills (HOTS) are crucial for developing students’ critical thinking and problem-solving abilities. Using questioning tactics in the classroom has been found to improve HOTS by encouraging students to think more deeply and more involved. Teachers need to know how to ask different kinds of questions to help students learn, especially in English classes. This study explores the use of questioning strategies by EFL student teachers in microteaching course at the English Education Department (EED) of a private university in Indonesia. This qualitative phenomenological study used audio visual material from microteaching video and structured interviews to collect the data. The results of the study reveals that the EFL students teachers used three types of questions, namely procedural, convergent, and divergent questions. Convergent questions are the most dominant, while divergent questions are the least frequently used. The convergent questions are more related to lower-order thinking skills (LOTS), meanwhile, divergent questions are related to higher-order thinking skills (HOTS). Therefore, it is recommended that teacher educators should provide more focused training for crafting and using higher-order questions. Additionally, integrating Bloom’s Taxonomy explicitly into lesson planning and reflective teaching practices can help student teachers align their questioning strategies with intended learning outcomes across cognitive domains.
Fostering Engagement and Basic Vocabulary Skills Through Mini Booklets in Elementary English Learning Oky Adinda Putri; Achmad Hilal Madjdi
SIMPLE: International Journal of English Education Vol. 3 No. 2 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i2.14417

Abstract

Engaging young learners in English language lessons while fostering vocabulary development is a key challenge in elementary education. This study investigates the use of mini booklets, designed with colorful illustrations, as a tool to enhance student engagement and support vocabulary acquisition among first-grade students at SD 1 Margorejo. A qualitative case study approach was employed, involving 12 students as participants. Data were collected through observation sheets and teacher reflection notes to examine how the mini booklets influenced classroom dynamics and learning outcomes. The findings indicate that the use of mini booklets significantly increased students’ enthusiasm and participation during English lessons. Students enjoyed interactive activities, demonstrating improved vocabulary retention and confidence in speaking. This study highlights the effectiveness of creative, student-centered teaching materials in early English education, offering practical recommendations for educators aiming to improve engagement and learning outcomes in similar contexts.
Macrostructure, spontaneity, and interactivity: an analysis of casual talk Muh Syafei; Kurniawan Yudhi Nugroho; Achmad Hilal Madjdi; Titis Sulistyowati; Agung Dwi Nurcahyo; Nuraeningsih Nuraeningsih; Nur Ekaningsih; Andurahman Milad
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.107-126

Abstract

This study provides a qualitative analysis of a casual talk between two male postgraduate EFL students, who are Indonesian, Javanese, and English-speaking close friends. The conversation, conducted spontaneously without prior planning, consists of 203 turns and forms 23 conversational story sequences. The findings highlight key aspects of casual conversation, including structural, interactive, and interpersonal features. Structurally, the dialogue follows adjacency pairs and the IRF (Initiate-Respond-Follow-up) pattern. Spontaneity is evident in filled pauses, repetitions, false starts, backtracking, incomplete utterances, and frequent use of conjunctions and fixed expressions. Interactivity is demonstrated through turn-taking, respectful silence, occasional interruptions, and discourse markers, with communication strategies employed to prevent breakdowns. Interpersonal engagement is reflected in the use of laughter and chuckles, fostering group solidarity. Coherence emerges through cooperative exchanges, where speakers provide relevant responses and comments. Additionally, negotiation occurs in both interpersonal exchanges and logical-semantic adjustments to maintain clarity and understanding. These findings suggest that the conversation builds engagement through laughter, coherence through cooperation, and clarity through negotiation, maintaining structured storytelling despite its casual tone. However, a key limitation of this study is its reliance on audio recordings, which excludes the analysis of gestures and facial expressions. Further investigation into diverse conversational contexts, participant relationships, and cultural influences could provide deeper insights into the dynamics of casual interactions
IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH DI SD NEGERI PURWOSARI KUDUS annisaa diyah faulin maharani; Santoso Santoso; A. Hilal Madjdi
Journal Prakarsa Paedagogia Vol. 4 No. 1 (2021): Juni 2021
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpp.v4i1.5833

Abstract

Manajemen berbasis sekolah merupakan salah satu usaha untuk meningkatkan kreatifitas pendidikan. Tujuan penelitian ini adalah untuk mengetahui prose implementasi menejemen berbasis sekolah. Penelitian ini menggunakan metode deskriptif, pendekatan kualitatif. Teknik pengumpulan data observasi, wawancara dan dokumentasi. Subyek penelitian ini adalah kepala sekolah dan guru Sekolah Dasar Negri purwosari kudus. Hasil penelitian menunjukkan bahwa proses perencanaan dalam penerapan manajemen berbasis sekolah meliputi penetapan, visi missi, tujuan dan sasaran yang ingin dicapai dengan melakukan asesmen tentang kekuatan, hambatan, peluang dan tantangan yang dihadapi oleh Sekolah Dasar Negeri Purwosari kudus.  Pelaksanaan manajemen berbasis sekolah pada Sekolah Dasar Negeri Purwosari kudus menyusun RAPBS, Kurikulum Tingkat Satuan Pendidikan, mengikutsertakan komite sekolah. Partisipasi masyarakat atau komite sekolah mempunyai tugas dan fungsi untuk meningkatkan mutu pendidikan pada satuan pendidikan. Komite sekolah mendukung, memberi masukan, motivasi dan mengawasi kinerja guru serta mengadakan hubungan kerja sama dengan pihak lain dalam mencari dana dan ekstrakurikuler. Faktor pendukung dan penghambat implementasi manajemen berbasis sekolah di Sekolah Dasar Negeri Purwosari.Warga sekolah, wali siswa dan komite sekolah ikut mendukung kemajuan sekolah. Hal ini terbukti komite sekolah selalu memberi masukan dan membantu program sekolah, warga sekolah dan komite sekolah selalu ikutserta dalam penyusunan program sekolah dan pelaksanaannya
ANALISIS KELAYAKAN BUKU CERITA BERGAMBAR BERBASIS KEARIFAN LOKAL DEMAK UNTUK PEMAHAMAN POLA HIDUP SEHAT Yulita Ayu Suryani; Sri Utaminingsih; Achmad Hilal Madjdi
Journal Prakarsa Paedagogia Vol. 4 No. 1 (2021): Juni 2021
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpp.v4i1.5931

Abstract

The purpose of this research is to analyze the feasibility of developing a picture book based on local wisdom of Demak. Feasibility is seen from the anatomy aspects of the book, the components of the book content, the intrinsic elements of the book as well as the responses of students and teachers. This research is a quantitative descriptive study. The results showed the feasibility of the book from expert validation obtained a score of 157, mean 4.62 with a percentage of 92% very good category. The results of the student response analysis obtained a score of 4383, a mean of 4.96 with a percentage of 99.2% very good category. The results of the teacher's response obtained a score of 176, the average was 4.51 with a percentage of 90.3% in the very good category. It can be concluded that the picture book based on local wisdom of Demak is suitable to be used for understanding the healthy lifestyle of students.
Pengembangan Kapasitas Guru Untuk Kelas Bertaraf Internasional: Hasil Program Peningkatan Kemahiran Bahasa Inggris Untuk Guru STEM Atik Rokhayani; Achmad Hilal Madjdi; Agung Dwi Nurcahyo
BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jb.v7i2.17799

Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk memperkuat kemampuan bahasa Inggris guru sains dan matematika di sekolah-sekolah di bawah naungan Muhammadiyah di Kabupaten Kudus Jawa Tengah, sebagai persiapan pelaksanaan kelas bertaraf internasional. Sebanyak 36 guru STEM menjadi peserta dalam pelatihan ini. Pelatihan ini dirancang menggunakan kerangka kerja berbasis Technological Pedagogical Content Knowledge (TPACK) dengan mengintegrasikan teknologi, strategi pedagogis komunikatif, dan konten linguistik terkait STEM. Kegiatan ini mencakup lokakarya interaktif, tugas berbasis platform digital, dan simulasi pengajaran dwi bahasa (bilingual) menggunakan piranti digital seperti Google Classroom, Canva for Education, dan Quizziz. Temuan dalam kegiatan ini menunjukkan adanya peningkatan motivasi guru dan peningkatan kompetensi bahasa Inggris, terutama dalam pemahaman bacaan, kosakata STEM, dan ekspresi instruksional di kelas. Berdasarkan hasil analisa dari tim pelaksana kegiatan, program ini berkontribusi untuk membangun kapasitas guru untuk pembelajaran abad ke-21 dan kesiapan untuk program kelas bilingual bertaraf internasional.
Co-Authors Agung Dwi Nurcahyo Ahdi Riyono Ahmad Hariyadi, Ahmad Aisyah Ririn Perwikasih Utari Aldira, Ardiani Ivon Andurahman Milad annisaa diyah faulin maharani Aribowo, A. Astuti, Vivi Dwi Atik Rokhayani Brillian Nugraha Budi Sayekti Diah Kurniati Edris Zamroni Erydani, Vinsensia Anisa Citta Fatikha Izzatil Fitria Febriani, Calvina Izumi Fitri Budi Suryani Hanifah, Annisa Januarius Mujiyanto, Januarius Jayanti, Ningrum Dwi Julianto, Hehen K. Kholid Khamdun Khana, Febty Aviya Kurniati Kurnitati Lina Handayani Mohammad Kanzunnudin Mufaridah, Mufaridah Muh Syafei Murtono -, Murtono Murtono Murtono Nazal Syahrul Afdoli Nazal Syahrul Afdoli Nugroho, Kurniawan Yudhi Nur Ekaningsih Nur Imama Nuraeningsih Oky Adinda Putri Putri, Oky Adinda Rismiyanto, Rismiyanto s. Su'ad Santoso Santoso SANTOSO SANTOSO SATRIYAS ILYAS Secha, Maulidin Nur Setyawati Setyowati Setyowati Siti Chumaidah Sri Hartik Sri Surachmi Sri Utaminingsih Sri Wuli Fitriati Su'ad, S. Suad Suad Sudarti Sudarti Susanti Susanti Su’ad, Su’ad Syamsul Arifin Tasliyatun Nimah Titis Sulistyowati Uswatun Khasanah W, Widhiyanto Yulita Ayu Suryani