Garuda - Garba Rujukan Digital

Dari Canva Ke Instagram: Inovasi Pelatihan Desain Promosi Digital Bagi Mahasiswa Pendidikan Bahasa Mandarin Universitas Negeri Makassar Wahyuni, Sry; Azizah, Mir’ah; Samad, Ita Sarmita; As’ary, Muawwal Al; Isnaeni, Isnaeni
DEDIKASI Vol 27, No 1 (2025): JURNAL DEDIKASI (Article in Press)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/dedikasi.v27i1.73167

In the era of digital 4.0 and society 5.0, designing skills have become essential for students in supporting both academic and professional activities, including promotion through social media platforms. This article discussed a training program on creating digital promotional media using flyer design with the Canva application. The training targeted first-year students of Mandarin Language Education Study Program of Universitas Negeri Makassar who were lacked basic skills in designing flyer. It was conducted in two days using a project-based learning approach and ended with an exhibition program as a direct promotion of their digital flyers. Publishing the digital flyer on Instagram was also the practical promotion carried out in this training. The result demonstrated that students' comprehension and proficiency in designing creative, communicative, and professional digital flyer had improved.

CLIL in Action: Enhancing Academic Writing and Content Knowledge in Indonesian University Students Samad, Ita Sarmita; Ismail, Ismail; Dyah, Mutmainnah M; Fatmawati, Fatmawati
Maspul Journal of English Studies Vol 7 No 1 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i1.8857

This study investigates the effectiveness of Content and Language Integrated Learning (CLIL) in enhancing English writing proficiency and content knowledge among undergraduate students at Universitas Muhammadiyah Enrekang, Indonesia. A mixed-methods design was employed, combining quantitative pre-test and post-test assessments with qualitative surveys and classroom observations. The quantitative results revealed significant improvements in students' writing skills, particularly in structure, coherence, vocabulary, and grammar, with large effect sizes observed across these components. Additionally, students demonstrated considerable gains in their understanding of academic content, specifically in concept comprehension and terminology mastery. The qualitative data further supported these findings, with students reporting increased confidence in their academic writing and better integration of content knowledge and language. Classroom observations indicated that the structured writing tasks within CLIL lessons allowed students to better organize their thoughts and express complex ideas in English. However, the study also identified challenges, particularly in mastering academic terminology and integrating complex content with language learning. These findings suggest that CLIL is an effective pedagogical approach for improving both language proficiency and content knowledge, particularly in non-native English-speaking contexts. The study also highlights the importance of targeted vocabulary instruction and scaffolded content delivery to address the challenges faced by students. The results provide valuable insights into how CLIL can be adapted to enhance the quality of education in Indonesian higher education, particularly in regions with lower English proficiency. Future research could explore the long-term effects of CLIL and its potential for wider implementation across different academic disciplines in Indonesia.

汉语与印尼语构词词缀（构成名词）对比分析 Noni, Nur Nasharuddin; Samad, Ita Sarmita; Wahyuni, Sry; As’ary, Muawwal Al
Wen Chuang:Journal of Foreign Language Studies, Linguistics, Education, Literatures, Cultures, and Sinology Vol 5, No 1 (2025): Vol 5, No 1 (February 2025), WENCHUANG
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/wenchuang.v5i1.72316

Affixes are linguistic units of derivational morphology in Chinese and Indonesian. In bothlanguages, the affix is attached to the root morpheme as an additional morpheme to produce a newword. The phenomenon of affixation in both languages is unique and worth studying. This paper ismeant to make it relatively easy for students to learn Chinese and Indonesian affixal derivationalword formation. This study adopts the literature research method to analyse the grammatical meaningand affixation forms of constituent nouns in both languages. Similarities were found in both Chineseand Indonesian, where root morphemes can be combined with different affixes (morphemes) fordifferent word classes to produce new words. The affixes used to form new words in Chinese aremuch less abundant than in Indonesian, and the differences between the two languages can be seenin the number of affixes, the corresponding word formation results, and the grammatical meanings.The study of these affix differences can identify patterns, deepen the understanding of learningbetween Chinese and Indonesian, improve the quality of translation between Chinese and Indonesian,and hopefully contribute to the learning and teaching of Chinese and Indonesian.Keywords: Chinese and Indonesian; affixes; comparative analysis

An Analysis of Teachers’ Nonverbal Communication in EFL Classroom Interaction Wahyuni, Sry; Usman, Misnawaty; Samad, Ita Sarmita; As'ary, Muawwal Al
ARRUS Journal of Social Sciences and Humanities Vol. 5 No. 2 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum3923

Nonverbal communication (NVC) plays a crucial role in the teaching and learning process, especially in facilitating students’ understanding and engagement. However, its use sometimes is overlooked by the teacher. Therefore, this study aimed to analyze the kinds of NVC used by teachers in classroom interaction. It used qualitative research. Two EFL lecturers were chosen as the subject of this study. It was held at the Undergraduate Program of the English Education Department of Universitas Negeri Makassar. Observation checklists and classroom observations were used to gather the data. The interactive model of data analysis technique, which includes data collecting, data display, data condensation, and conclusion-drawing or verification, was used to analyze the observational data. The findings revealed that all kinds of NVC were utilized by the teachers. It included the use of gesture, movement, facial expression, eye contact, touch, and distance. It is intended that this study will help the teachers, especially English teacher to improve their communication skills by utilizing nonverbal communication in classroom interaction.

The Influence of Handbook Made By KUKIS Program to Student English Vocabulary jabri, Umiyati; Ismail, Ismail; Assidiq, Ilham; Samad, Ita Sarmita; Setiawan, Ahmad Fajrin
Maspul Journal of English Studies Vol 5 No 2 (2023): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.5839

This study examines the effect of utilizing a handbook developed within the KUKIS program on enhancing students' English vocabulary. Research was conducted in SD Negeri 110 Lura with a population were students of V and VI. The research was carried out using experimental research with a Pre-experimental Research Design with The One-Shot Case Study. Data of research statistical was analyzed by the model of simple linear regression. Results of the analysis indicated that the correlation coefficient value was 0.87 and the determination coefficient value was 0.75. Based on the result, it can be assumed that there is a very high positive linear influence of the handbook made by the KUKIS Program on students’ English vocabulary at English learning with a contribution of 76% and equation regression is Y =0.75X+ 7.06. These outcomes underscore the substantial positive impact of integrating the KUKIS Program handbook in enhancing students' English vocabulary in an instructional context.

CLIL in Action: Enhancing Academic Writing and Content Knowledge in Indonesian University Students Samad, Ita Sarmita; Ismail, Ismail; Dyah, Mutmainnah M; Fatmawati, Fatmawati
Maspul Journal of English Studies Vol 7 No 1 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i1.8857

This study investigates the effectiveness of Content and Language Integrated Learning (CLIL) in enhancing English writing proficiency and content knowledge among undergraduate students at Universitas Muhammadiyah Enrekang, Indonesia. A mixed-methods design was employed, combining quantitative pre-test and post-test assessments with qualitative surveys and classroom observations. The quantitative results revealed significant improvements in students' writing skills, particularly in structure, coherence, vocabulary, and grammar, with large effect sizes observed across these components. Additionally, students demonstrated considerable gains in their understanding of academic content, specifically in concept comprehension and terminology mastery. The qualitative data further supported these findings, with students reporting increased confidence in their academic writing and better integration of content knowledge and language. Classroom observations indicated that the structured writing tasks within CLIL lessons allowed students to better organize their thoughts and express complex ideas in English. However, the study also identified challenges, particularly in mastering academic terminology and integrating complex content with language learning. These findings suggest that CLIL is an effective pedagogical approach for improving both language proficiency and content knowledge, particularly in non-native English-speaking contexts. The study also highlights the importance of targeted vocabulary instruction and scaffolded content delivery to address the challenges faced by students. The results provide valuable insights into how CLIL can be adapted to enhance the quality of education in Indonesian higher education, particularly in regions with lower English proficiency. Future research could explore the long-term effects of CLIL and its potential for wider implementation across different academic disciplines in Indonesia.

Enhancing Student Engagement and Critical Thinking through the AERO Staged Pedagogy in EFL Higher Education Jabri, Umiyati; Ismail, Ismail; Samad, Ita Sarmita
Maspul Journal of English Studies Vol 7 No 2 (2025): Technology Mediated Langauge Learning, Teaching and Assessment_Artificial Intelli
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.9125

This study investigates the implementation of the AERO (Activation → Exploration → Reflection → Outcome) framework as a staged pedagogy to enhance student engagement and critical thinking skills among English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Enrekang, Indonesia. Employing a mixed-method design with a pre-experimental one-group pretest–posttest approach, the research involved 22 undergraduate students enrolled in an academic writing course. Quantitative data were collected through a student engagement questionnaire and a critical thinking test adapted from the Watson–Glaser Critical Thinking Appraisal (WGCTA), while qualitative data were obtained from classroom observations and focus group discussions (FGD). Results revealed moderate to high engagement across cognitive, affective, and behavioral dimensions, supported by qualitative evidence of increased participation, motivation, and collaboration during the staged activities. Although the improvement in critical thinking test scores (M_pre = 3.73; M_post = 4.27) was not statistically significant (p > .05), qualitative findings demonstrated notable cognitive shifts toward analytical, evaluative, and reflective reasoning. The AERO stages fostered progressive scaffolding, transferring learning responsibility from teacher to student while promoting reflective, evidence-based argumentation. Theoretically, this study contributes to EFL pedagogy by linking three engagement dimensions with four critical thinking subskills within a coherent process model. Practically, AERO offers a replicable design framework for fostering student-centered learning, reflective inquiry, and critical literacy in EFL classrooms. Recommendations for future research include extending the intervention period and exploring AERO’s application in digital or hybrid learning contexts.

Enhancing Student Engagement and Critical Thinking through the AERO Staged Pedagogy in EFL Higher Education Jabri, Umiyati; Ismail, Ismail; Samad, Ita Sarmita
Maspul Journal of English Studies Vol 7 No 2 (2025): Technology Mediated Langauge Learning, Teaching and Assessment_Artificial Intelli
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.9125

This study investigates the implementation of the AERO (Activation → Exploration → Reflection → Outcome) framework as a staged pedagogy to enhance student engagement and critical thinking skills among English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Enrekang, Indonesia. Employing a mixed-method design with a pre-experimental one-group pretest–posttest approach, the research involved 22 undergraduate students enrolled in an academic writing course. Quantitative data were collected through a student engagement questionnaire and a critical thinking test adapted from the Watson–Glaser Critical Thinking Appraisal (WGCTA), while qualitative data were obtained from classroom observations and focus group discussions (FGD). Results revealed moderate to high engagement across cognitive, affective, and behavioral dimensions, supported by qualitative evidence of increased participation, motivation, and collaboration during the staged activities. Although the improvement in critical thinking test scores (M_pre = 3.73; M_post = 4.27) was not statistically significant (p > .05), qualitative findings demonstrated notable cognitive shifts toward analytical, evaluative, and reflective reasoning. The AERO stages fostered progressive scaffolding, transferring learning responsibility from teacher to student while promoting reflective, evidence-based argumentation. Theoretically, this study contributes to EFL pedagogy by linking three engagement dimensions with four critical thinking subskills within a coherent process model. Practically, AERO offers a replicable design framework for fostering student-centered learning, reflective inquiry, and critical literacy in EFL classrooms. Recommendations for future research include extending the intervention period and exploring AERO’s application in digital or hybrid learning contexts.

Data Mining Analysis of K-means Algorithm and Decision Tree for Early Detection of Students at Risk of Dropping Out Akbar, Imam; Samad, Ita Sarmita; Rahmat, Rahmat; Rosmiana, Sri
Journal of INISTA Vol 7 No 2 (2025): May 2025
Publisher : LPPM Institut Teknologi Telkom Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20895/inista.v7i2.1630

Dropout occurs in higher education, where students are unable to complete their studies within a specified timeframe. It has become a significant concern in education due to its substantial impact on individuals, institutions, and society. This study aims to develop a model for predicting the early potential for students' dropout using the K-Means Algorithm and decision trees. The research method consists of a Dataset, Data Preprocessing, K-means implementation, labeling student data, and Decision Tree implementation. This study resulted in 4 clusters. The students in Cluster 1 have an excellent average GPA, a substantial number of credits, and are very active. The students in Cluster 2 have a lower average GPA and are less active than in Cluster 1. The students in Cluster 3 show a relatively good average GPA, which is lower than in Clusters 1 and 2. The number of active students indicates that students in this cluster are much less active or at risk of D.O. than those in clusters 1 and 2. Cluster 4 indicates that the average GPA of students is very low, often close to zero, and they are generally inactive in academic activities. Thus, they are significantly at risk of D.O. at Universitas Muhammadiyah Enrekang. This research provides significant results, both in terms of accuracy and data interpretation. The resulting insights enable universities to make more strategic and targeted decisions, thereby reducing the risk of university dropout rates, increasing resource efficiency, and supporting the overall educational success of students. The accuracy of the resulting model is 98.52% which indicates that the model has excellent performance in classifying students at risk of D.O.

Model Analisis Aktivitas Tutor Dalam Learning Management System Berdasarkan Data Log Menggunakan K-Means Dan Deteksi Outlier Agusriandi, Agusriandi; Elihami, Elihami; Syarif, Irman; Samad, Ita Sarmita
Jurnal Teknologi Informasi dan Ilmu Komputer Vol 9 No 4: Agustus 2022
Publisher : Fakultas Ilmu Komputer, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25126/jtiik.2022934764

Pembelajaran tutor di LMS menyimpan data berupa log yang dapat dimanfaatkan menjadi pengetahuan tentang kinerja tutor. Kinerja tutor yang lemah akan berdampak pada kinerja mahasiswa, dan kinerja institusi secara keseluruhan. Oleh karena itu, tujuan penelitian ini untuk (1) mendeskripsikan dan memantau kinerja tutor yang lemah pada aplikasi LMS berbasis moodle berdasarkan data log, (2) mendeteksi tutor yang termasuk dalam kategori outlier berdasarkan aktivitas yang dilakukan di LMS. Tahapan penelitian ini terdiri atas 4 tahap, yaitu melakukan pengambilan data log aktivitas tutor selama satu semester (n =25), melakukan analisis deskriptif, dan analisis clustering dengan k-means dan deteksi outlier. Hasil temuan penelitian ini menunjukkan bahwa sebagian besar tutor memanfaatkan LMS hanya untuk mengumpulkan tugas, menampilkan materi dan sedikit yang disertai dengan aktivitas-aktivitas lain seperti forum, diskusi, quiz dan lainnya. Tutor dalam menampilkan standar isi atau konten hanya memberikan instruksi pengumpulan tugas dan menampilkan materi dengan menyertakan link atau video dari sumber lain. Fakta lain menunjukkan bahwa tutor jarang memberikan feedback (umpan balik) baik secara narasi maupun penilaian ketika memberikan tugas sehingga totur dalam melakukan pembelajaran online belum memenuhi standar proses pada pembelajaran online. Oleh karena itu, sebagian besar tutor underperformed karena isi dan proses pembelajaran onlinenya belum sesuai standar. AbstractThe Tutors’ learning in LMS stores data in logs which can be used as knowledge to find out about tutor performance. The tutors were weak performance have been an impact on student performance, and the performance of the institution as a whole. Therefore, this study aims to (1) describe and monitor the weak performance of tutors in the LMS application based on log data, (2) detect tutors who are included in the outlier category based on the activities in the LMS. The stages of this research were 4 stages, namely collected log data of tutors' activities for one semester (n = 25), conducted descriptive analysis, clustered analysis with K-means, and outlier detection. The results were most tutors used LMS only to collected assignments, presented material and a few were activities such as forums, discussions, quizzes and others. Tutors presented standard content was only provide instructions for submitted assignments and displayed material by including links or videos from other sources. Another fact showed who were tutors rarely provided feedback both in narrative and assessment when giving assignments so that the tutors in doing online learning has not met the standard process in online learning. Therefore, most of the tutors have underperformed because the content and learning process have not up to standard.

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