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All Journal Dialektika Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Jurnal Gramatika Jurnal Bindo Sastra AL ISHLAH Jurnal Pendidikan Raheema EDUHUMANIORA: Jurnal Pendidikan Dasar Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Jurnal Dimensi Pendidikan dan Pembelajaran UICELL Conference Proceeding Jurnal Pendidikan Edutama ESTETIK : Jurnal Bahasa Indonesia Indonesian Journal of Instructional Media and Model JOLLT Journal of Languages and Language Teaching Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Global Expert: Jurnal Bahasa dan Sastra Jurnal DIALEKTOLOGI Jurnal Pendidikan Progresif
Helaluddin Helaluddin
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PENERAPAN STRATEGI CATALISTING DALAM MENULIS PARAGRAF PROSESUAL Helaluddin Helaluddin
Dialektika: Jurnal Bahasa, Sastra, dan Pendidikan Bahasa dan Sastra Indonesia Vol 3, No 2 (2016)
Publisher : Department of Indonesia Language and Literature Teaching, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/dialektika.v3i2.5185

Abstract

Abstract:: Writing is one of language competencies that must be mastered by students. The basic type of writing is paragraph. But there are still many students who have not been able to write their ideas into procesual paragraph. This paper shows the research, which is conducted to know significant differences between writing procesual paragragh of students who use catalisting strategy and conventional strategy. This study is a quasy-experimental research using Nonequivalent Control Group Design. The data about writing procesual paragraph is collected with rubric assessment. Based on research and discussion that have been held, the average score of experiment class is 86,5 and the average score of control class is 72,5. It shows that the average score of group using catalisting strategy is higher than the average of group with conventional strategy.Abstrak: Menulis merupakan salah satu kemampuan berbahasa yang harus dikuasai oleh mahasiswa. Adapun jenis tulisan yang paling dasar adalah menulis paragraf. Namun masih banyak mahasiswa yang belum mampu menuangkan ide dan gagasannya ke dalam bentuk paragraf salah satunya paragraf prosesual. Tulisan ini merupakan penjabaran dari penelitian yang bertujuan untuk mengetahui perbedaan yang signifikan antara menulis paragraf prosesual yang diajarkan dengan menggunakan strategi catalisting dengan mahasiswa yang diajarkan melalui strategi konvensional. Penelitian ini merupakan penelitian eksperimen semu dengan menggunakan ancangan Nonequivalent Control Group Design. Data tentang menulis paragraf prosesual diperoleh dengan menggunakan rublik penilaian menulis paragraf. Berdasarkan hasil penelitian dan pembahasan, diperoleh skor rata-rata kelas eksperimen adalah 86,5 dan skor rata-rata kelas kontrol adalah 72,5. Hal ini menunjukkan bahwa skor rata-rata kelompok yang diajarkan dengan strategi catalisting lebih tinggi dari skor rata-rata kelompok yang diajarkan dengan strategi konvensional. Permalink/DOI: http://dx.doi.org/10.15408/dialektika.v3i2.5185
Active Reconnecting Learning Strategies to Increase Student Interest and Active Learning Wijaya, Hengki; Darmawan, I Putu Ayub; Setiana, Suzana Claudia; Helaluddin, Helaluddin; Weismann, Ivan Th. J.
Indonesian Journal of Instructional Media and Model Vol. 3 No. 1 (2021): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v3i1.1290

Abstract

The main issue of education in the last few decades is the efforts and solutions in improving the quality of teaching and learning. In this case, the teacher’s steps are to conduct classroom action research, which is a form of a bottom-up approach in improving the quality of education. This action research introduces active reconnecting learning strategies for increasing student interest and learning activities. The CAR design includes three stages, namely the pre-cycle, cycle 1, and Cycle 2. Some of the instruments used in this study are checklist observation sheets, questionnaires, and learning outcomes tests, which are then analyzed using quantitative approaches. The results showed that this strategy was proven to improve student learning outcomes, interests, and activeness. Student learning interest increased from 59.35 to 65.5 in cycle 1 and 80.5 in cycle 2. Likewise, student learning activeness observations increased with the highest percentage on one indicator from 25% (pre-cycle) to 80% and 90% (cycle 1 and 2). Student learning outcomes have also increased from an average grade of 60 in the pre-cycle phase to 74.25 (cycle 1). And it rose again to 80 in cycle 2.
The Effect of Task-based Language Teaching on University Students’ Writing Ability and Metacognitive Awareness Helaluddin, Helaluddin; Al Aqad, Mohammed H.; Martuti, Ririn; Hasmawaty, Hasmawaty; Tulak, Harmelia
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12543

Abstract

In producing competent college graduates in the 21st century, two skills must be taught to students: writing and metacognitive skills. This research explores the impact of the task-based teaching-learning method on Sharia banking students' writing and metacognitive abilities at a state university in Banten Province, Indonesia. This research used a pretest-posttest experimental design involving 60 students. Data collection in the research used essay writing tests, essay writing assessment rubrics, and metacognitive skills questionnaires. Next, the data was analyzed using a quantitative approach by running the SPSS 20.00 program with paired sample t-test and one-way ANCOVA. The research results show that the TBLT model can improve students' writing performance and metacognition skills. This means that there has been a significant change in the average score in writing ability [t = -16.871, p < .000] and writing metacognitive awareness score [t = -17.197, p < .000] in the experimental group that received treatment with the task model. -based language teaching (TBLT). This study recommends that the TBLT method can be used as an alternative for teachers to simultaneously improve writing abilities and metacognition skills. In addition, this study emphasizes the importance of using comprehensive learning methods to develop both skills.
Contribution of Flipped Classroom Model on University Students’ Writing Performance, Writing Self-Efficacy, and Writing Self- Regulation Helaluddin Helaluddin; Gunawan ` Ismail; Awalludin Awalludin
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Contribution of Flipped Classroom Model on University Students’ Writing Performance, Writing Self-Efficacy, and Writing Self-Regulation. Objectives: After the pandemic ended, education experts recommended the flipped classroom model as an alternative learning model teachers could use. This model combines class activities and at home to make learning more effective and efficient. This study aims to explore the impact of the flipped classroom model on improving writing performance, writing self-efficacy, and writing self-regulation for students. Methods: The researcher used a quasi-experimental pretest-posttest design involving 58 students in the Islamic Economics Study Program, UIN Sultan Maulana Hasanuddin Banten, Indonesia. Data was collected using four main instruments: writing tests, writing performance assessment rubrics, writing self-efficacy questionnaires, and writing self-regulation questionnaires. Researchers ran a paired sample t-test and one-way ANCOVA to analyze the data. Findings: The results showed that the flipped classroom model positively affected students’ writing performance, writing self-efficacy, and writing self-regulation. Conclusion: Based on these findings, the researchers recommend that teachers use the flipped classroom model in teaching academic writing, especially in dealing with learning in the post-pandemic era. Keywords: flipped classroom, writing performance, writing self-efficacy, and writing self-regulation.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024107
Desain Literasi Budaya dalam Pembelajaran Bahasa Indonesia di Perguruan Tinggi Helaluddin, Helaluddin
ESTETIK : Jurnal Bahasa Indonesia Vol. 1 No. 2 (2018)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (544.203 KB) | DOI: 10.29240/estetik.v1i2.582

Abstract

The cultural literacy program is one of the six basic literacies proclaimed by the World Economic Forum in 2015. Foundational literacies are literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Cultural literacy is someone’s ability in understanding his culture and how to behave towards his culture as his nation’s identity. In other words, cultural literacy is the knowledge, perspectives, and contributions of a set of cultures that will be used by the learners in the process of reading and writing. This paper highlights the advantages of cultural literacy for university students. In addition, this paper also elaborates the teaching scenario of cultural literacy in Indonesian language course. Keywords: literacy, cultural literacy, Indonesian language course
Studi Eksplorasi tentang Pembelajaran Ideal bagi Generasi Z di Era Revolusi Industri 4.0 Fitriyyah, Di'amah; Helaluddin, Helaluddin
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 18 Nomor 1 2025
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv18i1.5535

Abstract

One of the challenges facing universities today is the presence of Generation Z as campus residents. Generation Z has many unique traits that they need to anticipate in order to achieve their learning goals. This study aims to examine Gen Z students' perceptions and expectations of ideal learning. This study uses a qualitative design with a phenomenological approach. There were 20 students from different campuses in Serang City, Banten Province who were selected as participants using purposive sampling technique. Data had been gathered the usage of semi-dependent interviews after which analyzed the usage of thematic evaluation techniques. The results show that Gen Z defines the ideal way of learning in the sense that: (1) learning is enjoyable and not boring, (2) from the perspective of an ideal lecturers, (3) theory and practice parity, and (4) a combination of offline and online learning. Furthermore, students in the future will (1) make the most of technology, (2) adopt hybrid learning, (3) use social media as a learning medium, and (4) apply learning to teamwork and projects.
Co-Authors Al Aqad, Mohammed H. Alamsyah Alamsyah Arinah Fransori Awalludin Awalludin Duwi Purwati Fitriyyah, Di'amah Gunawan Ismail Gunawan Ismail Gunawan ` Ismail Hasmawaty Hasmawaty Hasmawaty, Hasmawaty Hengki Wijaya I Putu Ayub Darmawan Ivan Th. J Weismann Ivan Th. J. Weismann, Ivan Th. J. Jusmianti Anwar Mohammed H. Al Aqad Muhammad Guntur Nyayu Lulu Nadya Ririn Martuti, Ririn S.Pd. M Kes I Ketut Sudiana . Semuel Mawa' Ratu Setiana, Suzana Claudia Susanna Vonny N. Rante Suzana Claudia Setiana Syafryadin Syafryadin Tulak, Harmelia