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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan English Teaching Journal : A Journal of English Literature, Language, and Education EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Nomosleca IJoLE: International Journal of Language Education JEES: Journal of English Educational Study Journal of Vocational Education Studies IJELR: International Journal of Education, Language, and Religion
Malikhatul Lailiyah
Universitas Merdeka Malang
Religion Arts Humanities Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Collaborative Concept Mapping: A Study of Group Work Satisfaction in Vocational Higher Education Malikhatul Lailiyah; Karlina Karadila Yustisia
Journal of Vocational Education Studies Vol. 5 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/joves.v5i2.6181

Abstract

Collaboration is gaining traction in today's educational environment. Thus, teachers' primary concern is assisting students in experiencing group knowledge collaboration. As online education continues to grow in popularity, there is an increasing need to promote and understand collaborative learning processes. Its success is contingent upon implementing online collaborative learning strategies that foster critical thinking abilities while also providing meaningful collaborative learning opportunities. Collaborative concept mapping is one tool that could be used to foster student collaboration. Rather than creating and visualizing ideas individually, collaborative concept mapping involves two or more students working collaboratively to create one or more concept maps. In collaborative learning, interactions between learners are critical sources of idea generation. The purpose of this study is to examine students’ satisfaction with implementing the strategy in Second Language Reading class. The recent study advances our understanding of how to effectively use collaborative teaching tools in the classroom and improve student learning through group collaboration. The study's findings indicate that students demonstrated positive attitudes toward group collaboration, as evidenced by collaborative concept mapping. In addition, the collaborative learning processes embedded in concept mapping learning platforms support and facilitate reading comprehension achievement, resulting in successful foreign language learning for higher education students. The interaction in collaborative concept mapping, lacking in individual concept mapping, has facilitated individual and group knowledge building. As a result, implementing this strategy may benefit both group and individual learning.
Conveying Message Distortion: A Synchronous and Asynchronous Approach to Effective Aviation Communication Services Muhammad Hanif Fahmi; Lian Agustina Setiyaningsih; Malikhatul Lailiyah
Jurnal Nomosleca Vol 9, No 1 (2023): April, 2023
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/nomosleca.v9i1.9980

Abstract

The study focuses on message distortion in aviation communication services, seen from the problem of using the media both synchronously and asynchronously. In doing so, 65 articles from reputable international journals, international journals, and accredited national journals were analyzed. The constructivism paradigm involves multidisciplinary information systems, communications, and media services. Excellent service in aviation is hampered by message distortion from customer service and customers exchanging information because communication media is dominated by asynchronous communication. The combination of approaches using synchronous and asynchronous media bridges the problem of message distortion in aviation communication services. Message distortions include physical disturbances, semantic disturbances, cultural and language differences, no feedback, status or position level differences, and information overload between communicators and communicants.  
SUSTAINING CLASS INTERACTION AND COLLABORATIVE LEARNING IN A VIRTUAL CLASSROOM Karlina Karadila Yustisia; Malikhatul Lailiyah; Cinta Lia Fitriana
Journal of English Educational Study (JEES) Vol 6, No 2 (2023): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v6i2.2645

Abstract

The teaching and learning activity must continue even in any situation or time, and most educational settings use online learning to keep it on the path. To achieve specific goals in 21st-century learning skills, improving students' collaborative skills in problem-solving, solution-finding, decision-making, and bargaining is crucial. The main focus of the investigation was how to improve students' collaborative learning when learning a language. This research explained the phase applied to progress the class interaction through collaborative learning in a virtual classroom. In the learning process, the students were divided into two groups. The first was the learning group, where the students gained knowledge, then regrouped in the teaching group and presented what they had learned from the learning group. Six open-ended questions were given to assess the students’ knowledge-building and experience in the learning and teaching groups. Research showed that most students agreed and were satisfied with this group collaboration activity in a virtual classroom. The result also indicated that students perceive group work satisfaction positively, with an average mean of 3.7. By utilizing video-teleconference technologies to their full potential, students can engage in virtual networking interactions and develop close relationships to solve problems with one another. Even if the entire teaching and learning process takes place online, the students can still engage in discussions with each small group which could result in collaborative learning.
From Pages to Pixels: Unveiling Student Experiences with Digital Storytelling in Extensive Reading Classes Lailiyah, Malikhatul; Fitriana, Cinta Lia
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8440

Abstract

The implementation of technology in education holds great promise, as it can increase accessibility, personalize learning, and enhance engagement. Digital storytelling has emerged as a dynamic educational tool that leverages multimedia elements to enhance learning experiences and foster a deeper understanding of subject matter. Using qualitative approach, this study tries to explore the students’ perception on the implementation of digital storytelling as assignment output in extensive reading class. Semi-structured interviews were conducted to gather data. The participants of this study are students who took a same course, Extensive Reading class. The study's results indicated that students held positive perception regarding digital storytelling tasks. They perceived these assignments as captivating, pleasurable, and a source of creative inspiration. Students enthusiastically described the experience as creative challenges project. Importantly, this positive outlook also manifested in their commitment to the assignments, as they dedicated significant time and effort to produce meaningful digital stories, demonstrating a strong sense of devotion and pride in their accomplishments. 
Sound Design in Popular Music: Gen Z Perspective and Perception Ferdian, Robby; Hidayat, Hengki Armez; Sari, Ayuthia Mayang; Putra, Irdhan Epria Darma; Fitria, Ressy; Fauzi, Fakhri; Lailiyah, Malikhatul
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 1 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i1.42323

Abstract

This study explores Generation Z's understanding and perception of sound design in popular music, focusing on how this concept influences their music-listening experiences and emotional responses. Sound design, encompassing audio production quality, sound effects, and waveform processing, is critical in shaping diverse auditory experiences. However, the depth of understanding of sound design among Generation Z varies widely, presenting an opportunity to bridge knowledge gaps in music education. Using a quantitative descriptive approach, a survey was conducted among students with music education backgrounds to assess their familiarity with sound design concepts. The findings reveal diverse levels of comprehension, with some respondents recognizing the term "sound design" but lacking a clear understanding, while others demonstrated a deeper knowledge of its components and significance. Participants identified key elements of sound design, such as the importance of production quality, creative use of sound effects, and manipulating audio waveforms, as pivotal in enhancing the listening experience. A novel aspect of this study is examining how sound design impacts emotional engagement with music. Most respondents reported that sound design enhances the emotional depth of songs and makes the music more immersive and enjoyable. Interestingly, while many felt that sound design influenced their music preferences, a subset of respondents remained unaffected. This research highlights a strong interest among Generation Z in learning more about sound design, suggesting the need for educational initiatives that integrate sound design into music curricula.
Co-Authors Cinta Lia Fitriana Fahmi, Muhammad Hanif Fauzi, Fakhri Ferdian, Robby Fitria, Ressy Fitriana, Cinta Lia Hidayat, Hengki Armez Irdhan Epria Darma Putra Lian Agustina Setiyaningsih Maghfira, Raudya Prilla Lukis Wediyantoro Sari, Ayuthia Mayang Suatmo Pantja Putra Utik Kuntariati Yustisia, Karlina Karadila