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All Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Indonesian Journal of Applied Linguistics (IJAL) Englisia Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English PROCEEDING IC-ITECHS 2014 Jurnal Ilmiah Peuradeun LLT Journal: A Journal on Language and Language Teaching Visipena JURNAL SERAMBI ILMU At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam IJELR: International Journal of Education, Language, and Religion JL3T (Journal of Linguistics, Literature and Language Teaching) Journal of English Teaching and Linguistics Proceedings of International Conference on Multidiciplinary Research Prosiding Seminar Nasional Universitas Serambi Mekkah Studies in English Language and Education Proceeding of International Conference on Multidisciplinary Research Jurnal Serambi Ilmu
Marisa Yoestara, Marisa
Universitas Serambi Mekkah
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Public Health Social Sciences Other

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Journal : Proceedings of International Conference on Multidiciplinary Research

 1 
Identifying Deduction Abuse(s): A Shed of Light on Logic Ismail, Nyak Mutia; Yoestara, Marisa; Putri, Zaiyana; Mohamed, Noorul Azra
International Conference on Multidisciplinary Research Vol 3, No 1 (2020): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (176.202 KB) | DOI: 10.32672/pic-mr.v3i1.2630

Abstract

This study aims at finding out and comparing students' ability in identifying abuse(s) in argumentdeductions between science students and social science students. The design of this study is a descriptivequalitative. There were 108 students involved as the respondents (52 science students and 56 socialscience students). The instrument utilized was ten arguments taken from Guth (1969), which is aspecified test to drill argument analysis—aligning content validity for this current study. Therespondents were asked to analyze these arguments and find out the deduction abuses. Their approachin analyzing each argument was further interpreted through data analysis. There were a total of 1080analyses, but 477 analyses of which were discarded due to a biased approach. The data were analyzedusing thematic and interactive analysis. The result shows that, among science students, the mostemployed approach is faulty premise (199 analyses), followed by misleading statistics (53 analyses),hidden premise (37 analyses), equivocation (10), and circular premise (4 analyses). Meanwhile, amongsocial science students, the majority also exploited the faulty premise (137 analyses). Additionally, thehidden premise was also engaged in a great number (130 analyses), equivocation (40), followed bymisleading statistics (9 analyses), and circular premise (2 analyses). These findings circumstantiallyimply that, in learning, students with a science background are better at capturing stated details, whilestudents with a social science background are competent at spotting both stated and unstated details inarguments. It is suggested that teachers should balance the students’ reasoning approaches, regardlessof their academic backgrounds to achieve learning objectives.Keywords: logic, students’ cognition, deduction, reasoning skills, and teaching and learning.
Male and Female Teachers’ Opinion towards Digital Literacy Training Putri, Zaiyana; Yoestara, Marisa; Munawir, Munawir
International Conference on Multidisciplinary Research Vol 4, No 1 (2021): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (205.689 KB) | DOI: 10.32672/pic-mr.v4i1.3756

Abstract

This study aims to examine differences between male and female teachers’ perception of the digital literacy training. The design of the study was descriptive quantitative study, in which the researchers described differences in both male and female teachers’ perception in the digital literacy training conducted in Pidie Jaya. 16 senior high school teachers in SMA Negeri 1 Bandar Baru became the participants of the study. There were 6 male teachers and 10 female teachers. The researchers used the questionnaire that was developed to find out perception in terms of 5 aspects; speakers, participants, materials, atmospheres, and facilities. The data were then analyzed through some steps including grouping the data based on gender and finding the average percentage of each aspect based on gender. The results show that both male and female agreed that the digital literacy training conducted was very effective. A small number of female teachers thought that materials, atmospheres, participants, and facilities were not very effective. For male teachers, only materials and speakers that were claimed to be not very effective, 3% and 4% respectively. Keywords: Male and Female Teachers, Perception, Digital Literacy Training
Identifying Deduction Abuse(s): A Shed of Light on Logic Nyak Mutia Ismail; Marisa Yoestara; Zaiyana Putri; Noorul Azra Mohamed
International Conference on Multidisciplinary Research Vol 3, No 1 (2020): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/pic-mr.v3i1.2630

Abstract

This study aims at finding out and comparing students' ability in identifying abuse(s) in argumentdeductions between science students and social science students. The design of this study is a descriptivequalitative. There were 108 students involved as the respondents (52 science students and 56 socialscience students). The instrument utilized was ten arguments taken from Guth (1969), which is aspecified test to drill argument analysis—aligning content validity for this current study. Therespondents were asked to analyze these arguments and find out the deduction abuses. Their approachin analyzing each argument was further interpreted through data analysis. There were a total of 1080analyses, but 477 analyses of which were discarded due to a biased approach. The data were analyzedusing thematic and interactive analysis. The result shows that, among science students, the mostemployed approach is faulty premise (199 analyses), followed by misleading statistics (53 analyses),hidden premise (37 analyses), equivocation (10), and circular premise (4 analyses). Meanwhile, amongsocial science students, the majority also exploited the faulty premise (137 analyses). Additionally, thehidden premise was also engaged in a great number (130 analyses), equivocation (40), followed bymisleading statistics (9 analyses), and circular premise (2 analyses). These findings circumstantiallyimply that, in learning, students with a science background are better at capturing stated details, whilestudents with a social science background are competent at spotting both stated and unstated details inarguments. It is suggested that teachers should balance the students’ reasoning approaches, regardlessof their academic backgrounds to achieve learning objectives.Keywords: logic, students’ cognition, deduction, reasoning skills, and teaching and learning.
Male and Female Teachers’ Opinion towards Digital Literacy Training Zaiyana Putri; Marisa Yoestara; Munawir Munawir
International Conference on Multidisciplinary Research Vol 4, No 1 (2021): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/pic-mr.v4i1.3756

Abstract

This study aims to examine differences between male and female teachers’ perception of the digital literacy training. The design of the study was descriptive quantitative study, in which the researchers described differences in both male and female teachers’ perception in the digital literacy training conducted in Pidie Jaya. 16 senior high school teachers in SMA Negeri 1 Bandar Baru became the participants of the study. There were 6 male teachers and 10 female teachers. The researchers used the questionnaire that was developed to find out perception in terms of 5 aspects; speakers, participants, materials, atmospheres, and facilities. The data were then analyzed through some steps including grouping the data based on gender and finding the average percentage of each aspect based on gender. The results show that both male and female agreed that the digital literacy training conducted was very effective. A small number of female teachers thought that materials, atmospheres, participants, and facilities were not very effective. For male teachers, only materials and speakers that were claimed to be not very effective, 3% and 4% respectively. Keywords: Male and Female Teachers, Perception, Digital Literacy Training
Visual Hierarchy Employed in Learning Videos: Gender Preferences Marisa Yoestara; Nyak Mutia Ismail
International Conference on Multidisciplinary Research Vol 5, No 1 (2022): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/pic-mr.v5i1.5257

Abstract

This research aimed to discover how male and female students used visual hierarchy in their learning videos. There were 7 female students and 6 male students from the English Department, Education, and Teacher Training Faculty engaged in this study. This study used a visual content analysis design and is qualitative in nature. The instruments used were 13 videos produced by the respondents containing teaching material for speaking class. The data collection was carried out through identifying, classifying, verifying, and generating meanings of the visual elements by peering into the visual elements embedded into the video such as style or shape, color, line, space, and scale to create and convey meaning intended. The data were later analyzed using interactive analysis by classifying out the irrelevant data, then displaying the data, to be later verifying them theoretically. The results reveal that, for female students, the style used was generally bright-colored animated visuals with varied textures such as furry animals or glossy cute ladies. The space is rather crowded and the object composition is mostly occupied on the right or left with standard scaling. Lines were used with varied width and weights. For male students, more natural style was engaged, muted colors without the implementation of lines and textures. The spacing is also plain, the object composition is centered, and the scaling is small, no lines were employed. It implies that female students engaged various visual elements in video editing compared to male students. Keywords: Visual, Hierarchy Analysis, Learning Video, Gender Preferences, Design in ELT
Validity Test Using Principal Component Analysis (PCA) Involving Research Instruments on Learner-Centeredness, Knowledge-Centeredness, and Assessment-Centeredness Nyak Mutia Ismail; Marisa Yoestara
International Conference on Multidisciplinary Research Vol 5, No 1 (2022): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/pic-mr.v5i1.5255

Abstract

Instrument is an important element in research, including in educational research. In measuring learning environment formed in a teaching process, discrete variables need to be involved. Thence, understanding that teaching-learning process has varied pedagogical outcome(s), teachers and instructors can focus on their teaching orientation—learner-centeredness, knowledge-centeredness, or assessment-centeredness—and can avoid zoning-out of context during teaching with these factorial discrete variables. There are 15 factors determining the centeredness propensity in a research instrument developed based on Bransfrod et al. (2001). This study aims to simplify and reduce these factors to obtain dominant factors that influence the centeredness in a learning environment by using Principal Component Analysis (PCA). The study was conducted by collecting data through questionnaires to 10 respondents. Finally, 5 major factors were obtained. The main factor has an Eigenvalue of 3.95 with a variance of 26.38%. The second factor has an Eigenvalue of 3.51 with a variance of 23.43%. The third factor has an Eigenvalue of 2.46 with a variance of 16.44%. The fourth factor has an Eigenvalue of 1.95 with a variance of 12.99%. The fifth factor has an Eigenvalue of 1.10 with a variance of 7.37%. The overall factor gives a cumulative diversity proportion of 86.64%. Keywords: Construct validity, Assessment, Eigenvalue, and Principal Component Analysis.
Co-Authors A'la, Putri Nurul Fadlullah Faisal Faisal Faudi, Faudi Imam Firmansyah Ismawirna, Ismawirna Isnaini Putri Jamilah, Sitti Juwita Wahyuni Meta Keumala Meta Keumala Mohamed, Noorul Azra MUHAMMAD RIZAL Muhammad Usman, Muhammad Munawir Munawir Munawir Munawir Munawir Munawir Noorul Azra Mohamed Nurjannah, Cut Nyak Mutia Ismail Ridhallah, Rizky Septhia Irnanda, Septhia Syafruddin, Yuliana Angreini Yunisrina Q. Yusuf Zahratul Idami Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri Zaiyana Putri, Zaiyana Zulfadli A. Aziz