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All Journal Jurnal Taman Vokasi International Journal of Active Learning JOLLT Journal of Languages and Language Teaching Jurnal Panjar : Pengabdian Bidang Pembelajaran
Atika Atika
Universitas Negeri Semarang
Automotive Engineering Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mechanical Engineering Social Sciences

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Urgensi self-directed learning dan komunikasi peserta didik pada virtual based learning Bayu Ariwibowo; Henny Prasetyani; Atika Atika; Adi Marlis
Jurnal Taman Vokasi Vol 9 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/jtvok.v9i2.11403

Abstract

Soft skills penting dimiliki oleh peserta didik untuk menunjang keberhasilan belajarnya terutama dalam pembelajaran secara virtual. Soft skills yang penting di miliki oleh peserta didik di antaranya adalah self direct learning dan komunikasi.  Tujuan penelitian ini adalah menganalisis urgensi kemampuan self direct learning dan komunikasi peserta didik pada pembelajaran secara virtual. Penelitian ini dilaksanakan dengan analisis deskriptif berpendekatan kuantitatif. Data penelitian di dapat dari pendapat para ahli dan praktisi tentang urgensi self direct learning dan komunikasi peserta didik pada saat melaksanakan pembelajaran secara virtual. Ahli tersebut meliputi (1) Ahli Manajemen Pendidikan; (2) Ahli Soft Skills; (3) Ahli Virtual Learning; (4) Praktisi Pendidikan; (5) Profesor di Bidang Pendidikan; (6) Pimpinan Perguruan Tinggi atau Instansi; dan (7) Pimpinan Organisasi Pendidikan Kejuruan. Hasil penelitian menunjukkan jika 93% responden sangat setuju jika self direct learning merupakan salah satu hal urgent yang harus di miliki peserta didik, karena pada saat pembelajran secara virtual peserta didik harus mampu mengotrol diri, memanagement diri dan mempu memotivasi diri untuk mencapai keberhasilan dalam belajar. Pada kriteria komunikasi juga demikian, 92% responden menganggap jika peserta didik harus mampu menerima dan mengolah pesan, memanfaaktan media, mampu menerima berbagi informasi, memberikan respon, umpan balik, dan beradaptasi pada lingkunan. Dapat di simpulkan jika self direct learning dan komunikasi yang merupakan aspek dalam soft skills, sangat urgent untuk dimiliki peserta didik guna mencapai keberhasilan dalam melaksanakan pembelajaran secara virtual.
The Analysis of Y and Z Generation’s Soft Skill of Work Readiness in Using Social Media Atika Atika; I Made Sudana; Sita Nurmasitah; Bayu Ariwibowo
International Journal of Active Learning Vol 8, No 2 (2023): October 2023
Publisher : International Journal of Active Learning

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

Abstract

The focus of this research is on the analysis of work readiness soft skills of Y and Z generation in using social media, namely Y and Z generation. Y and Z generation cannot be separated from social media, either in their daily life or their studies. Higher education institutions must determine the appropriate plans and strategies in developing human resources related to generations, especially in students’ readiness to meet the competencies needed by the industry, including the use of social media. The competencies expected by the industry are competence of attitudes which are classified as soft skills. This background becomes the foundation of research on the analysis of work readiness soft skills in Y and Z generation in higher education. The study was conducted on 250 students consisting of Y and Z generation who were differentiated based on the year of birth. The results showed that the acquisition rate was 66.48% (Y generation) and 67,350% (Z generation) which categoried as good. This means that they can use the social media to prepare themselves for the world of work after completing their studies at Higher Education. The analysis results can be used as an alternative for educators to determine teaching strategies.
Developing Instructor Academic Competence through Scientific Article Writing and English Presentation Training Adhi Kusumastuti; Abdurrachman Faridi; Sita Nurmasitah; Atika Atika; Imam Adi Nugroho; Lenita Eka Mayasari; Sobah Al Falah; Nuansa Kinanti Sabda Gusti
Jurnal Panjar: Pengabdian Bidang Pembelajaran Vol. 5 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/panjar.v5i2.37191

Abstract

This community service activity aimed to improve instructors' skills in writing scientific articles and English presentations to strengthen their participation in international seminars. The main problems identified were instructors' poor ability to write articles that adhere to scientific principles and limited academic presentation skills in English. The activity was implemented in three stages: planning, implementation, and evaluation. The training methods used included guided writing, concept presentations, hands-on practice, and intensive mentoring. Evaluation was conducted through pre- and post-tests, practical performance assessments, and participant satisfaction questionnaires. The training results showed significant improvements in knowledge and skills. The average post-test score for participants increased compared to the pre-test, indicating an improved understanding of scientific writing structure and presentation techniques. Eighty-five percent of participants were able to produce complete drafts of scientific articles and demonstrated improved skills in preparing and delivering academic presentations in English, including aspects of delivery, fluency, and slide design. Furthermore, the participant satisfaction rate reached 92%, indicating that the training materials and strategies were considered relevant and beneficial for their professional development. However, this activity still has limitations, particularly related to the training duration and the variation in participants' initial abilities. Overall, this program is effective in improving the academic competency of instructors and has the potential to be replicated on a wider scale to support the continuous increase in scientific publications and international participation.
Investigating EFL Students’ Learning Styles in English for Specific Purposes: A Vark-Based Study on the Fashion Education Context Sita Nurmasitah; Pudji Astuti; Nabila Luthfionaura; Atika Atika; Joe-Bren L. Consuelo
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.17072

Abstract

English for Specific Purposes (ESP) instruction in vocational contexts—particularly in fields such as Fashion Education—has often overlooked students’ diverse learning style preferences, creating a gap between pedagogical approaches and learners’ needs. This study addresses that gap by investigating the learning styles of 40 Fashion Education students using the VARK (Visual, Aural, Read/Write, Kinesthetic) model to inform differentiated ESP pedagogy. Employing a descriptive quantitative method, the study utilized the VARK questionnaire to assess individual learning preferences. Results revealed that 65% of participants demonstrated kinesthetic learning tendencies, while 70% exhibited multimodal profiles. These findings indicate a predominant preference for experiential and blended learning approaches, underscoring the limitations of traditional, text-heavy ESP instruction in vocational settings. The novelty of this study lies in its focus on Fashion Education, a creative and practice-based discipline where learning style alignment is crucial yet underexplored in ESP research. Beyond the local context, the results contribute to international ESP discourse by offering evidence that differentiated and learner-responsive approaches can enhance both engagement and communicative competence. For educators, the study highlights the need to integrate more task-based, hands-on, and multimodal strategies into ESP classrooms to ensure instruction is both industry-relevant and inclusive, thereby improving learning outcomes across vocational education.
Co-Authors Adhi Kusumastuti Adi Marlis Bayu Ariwibowo Faridi, Abdurrachman I Made Sudana Imam Adi Nugroho Joe-Bren L. Consuelo Lenita Eka Mayasari Nabila Luthfionaura Nuansa Kinanti Sabda Gusti Prasetyani, Henny Pudji Astuti Sita Nurmasitah Sobah Al Falah