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Pengembangan Model Pembelajaran Scientific untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa pada Mata Kuliah Belajar dan Pembelajaran Halena M. Bekata; Adolfina M.S Moybeka; Nehemia Fanpada
Jurnal Ilmiah Wahana Pendidikan Vol 7 No 5 (2021): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Learning to think is a cognitive activity that is carried out mentally to solve problems, thinking is also a process of rearranging knowledge that is cognitive. Thinking is generally considered as a person's mental process in dealing with and solving a problem. By thinking, people can solve a problem in life. Students are people who are studying in higher education so that they are considered to have high intellectuality, are intelligent in thinking and planned in acting. Learning that is knowledge transfer and memorization without requiring students to think critically and creatively causes students to not optimally have the ability to develop their ideas or concepts. This research is oriented towards the development of a scientific learning model to improve students' thinking skills. The purpose of this research is to produce a practical and effective scientific learning model design for students. R&D method with Borg & Gall procedure. The research products are Semester Learning Plan (RPS) documents and teaching materials and test instruments. Data analysis in this study uses descriptive quantitative method, comparative test 't'. The results of the validator's research on the assessment of the device showed that the category was very good. The results of data analysis related to student responses to scientific model learning tools are in the very pleasant category, meaning that 55% of students have a positive response to scientific model learning tools. The results of the comparison test of the average learning outcomes of students who study using the learning model show that the scores obtained by students after using the scientific learning model are 79.60 and the learning outcomes before using the scientific learning model are 61.30. Thus, it can be said that the student learning outcomes after using the scientific learning model is better than before.

Parents Roles In Supporting Students To Learn English From Home During Pandemic Covid-19 Triznawasti Yuditha Daik; Adolfina M.S. Moybeka; Agustina Aloojaha; Hartini Baso
Jurnal Ilmiah Wahana Pendidikan Vol 8 No 20 (2022): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

This research stems from a condition that occurs in all aspects of human life, namely covid-19. The existence of covid-19 all levels of education from elementary school to collage learn from home. Students are forced to learn from home because face to face learning is eliminated to reduce the spread of the corona virus or covid-19. This study aims to determine the role of parents in supporting children to learn English from home during pandemic covid-19 in district Binongko. This study is type of research qualitative. The techniques used in data collection is questionnaire. Based on the research conducted by the questionnaire that the ro le played by parents in supporting students to learn English from home, namely parents as role models, facilitator as motivator. As a motivator that can by parents can support students in learning English by motivating them in learn English.

Developing EFL Students’ Writing Ability Through Contextual Teaching and Learning (A Classroom Action Research Study) Adolfina M. S. Moybeka; Fabianus Hadiman Bosco; Corneles Rubenaser Apalem; Detri Amelia Chandra; Efendi Efendi
Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i1.6107

Writing ability is an ability that refers to the notion of knowledge and understanding of writing. Judging from language skills, writing is an active productive activity, namely the activity of producing language and writing activity is also a form of realization of abilities and skills in the most recent language mastered by language learners after listening, speaking, and reading skills. Seeing the importance of this writing skill, the purpose of this study is to see the effectiveness of the CLT method in improving students' descriptive text writing skills. In its application, the researcher used CAR. In this study there were 20 students of SMA PGRI Kalabahi in the academic year 2022/2023. The data of this study were obtained from students' writing tests. As a result of the research, the CLT method has a significant impact on students' writing ability. In addition, the supporting factors of learning success include the use of props to write descriptive text and the teacher's proficiency in applying the contextual approach. Meanwhile, the inhibiting factors were students' lack of knowledge about descriptive text, their lack of ability and enthusiasm in stringing words to create descriptive text, students' low interest in descriptive text writing activities, as well as students' enthusiasm and unsupportive play environment. The application of contextual approach was able to develop students' descriptive text writing ability seen from the results of students' descriptive text writing, students' interest and response in following the learning of descriptive text writing by using contextual teaching and learning method.

PENDAMPINGAN PEMBELAJARAN BAHASA INGGRIS DASAR UNTUK ANAK SD MENGGUNAKAN GAME SEBAGAI MEDIA Moybeka, Adolfina M.S; Daik, Triznawasti Y.; R.N Un, Herman; Sailana, Margerita
JA (Jurnal Abdiku) : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2023): Jurnal Abdiku
Publisher : Penerbit LPPM- STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/ja.v6i1.995

Penggunaan game sebagai media dalam Pendampingan pembelajaran Bahasa Inggris Dasar bertujuan utama untuk meningkatkan tingkat keterlibatan dan motivasi siswa dalam proses belajar. Dalam program ini, kelompok kerja (TIM) masih mengadopsi pendekatan game dan media yang paling sederhana dalam pengajaran, dengan keyakinan bahwa ini mampu menciptakan suasana kelas yang lebih berwarna dan dinamis. Siswa-siswa menjadi lebih bersemangat untuk berpartisipasi secara aktif dalam aktivitas belajar, terutama karena mereka menganggap penggunaan media tersebut sebagai metode inovatif dan menyenangkan untuk memahami bahasa asing. Pendekatan ini memiliki nilai tambah dalam mengatasi perasaan canggung atau malu yang sering muncul ketika siswa belajar berbicara dalam bahasa Inggris. Dengan adanya interaksi, tantangan, dan elemen permainan, siswa lebih mudah melibatkan diri dalam pembelajaran, mengurangi hambatan komunikasi, dan secara bertahap membangun kepercayaan diri dalam berbahasa Inggris.

Developing EFL Students’ Writing Ability Through Contextual Teaching and Learning (A Classroom Action Research Study) Adolfina M. S. Moybeka; Fabianus Hadiman Bosco; Corneles Rubenaser Apalem; Detri Amelia Chandra; Efendi Efendi
Journal of English Culture, Language, Literature and Education Vol. 11 No. 1 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i1.6107

Writing ability is an ability that refers to the notion of knowledge and understanding of writing. Judging from language skills, writing is an active productive activity, namely the activity of producing language and writing activity is also a form of realization of abilities and skills in the most recent language mastered by language learners after listening, speaking, and reading skills. Seeing the importance of this writing skill, the purpose of this study is to see the effectiveness of the CLT method in improving students' descriptive text writing skills. In its application, the researcher used CAR. In this study there were 20 students of SMA PGRI Kalabahi in the academic year 2022/2023. The data of this study were obtained from students' writing tests. As a result of the research, the CLT method has a significant impact on students' writing ability. In addition, the supporting factors of learning success include the use of props to write descriptive text and the teacher's proficiency in applying the contextual approach. Meanwhile, the inhibiting factors were students' lack of knowledge about descriptive text, their lack of ability and enthusiasm in stringing words to create descriptive text, students' low interest in descriptive text writing activities, as well as students' enthusiasm and unsupportive play environment. The application of contextual approach was able to develop students' descriptive text writing ability seen from the results of students' descriptive text writing, students' interest and response in following the learning of descriptive text writing by using contextual teaching and learning method.

Artificial Intelligence and English Classroom: The Implications of AI Toward EFL Students’ Motivation Adolfina M. S. Moybeka; Nur Syariatin; Devilito P. Tatipang; Dina Amaliyah Mushthoza; Ni Putu Juliani Lestari Dewi; Sulfany Tineh
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6669

The integration of Artificial Intelligence (AI) into the realm of English as a Foreign Language (EFL) education has brought forth transformative possibilities, particularly in the context of student motivation. This research employs a mixed-methods approach, encompassing quantitative surveys and qualitative study of previous literature, to delve into the multifaceted dimensions of EFL students' motivation within the AI-driven learning environment. Quantitative data collection involves administering structured survey questionnaires to a diverse group of EFL students who have experienced AI-based language learning tools. Qualitative insights are gleaned through document/literature study, aiming to provide in-depth narratives and understandings concerning the participants' experiences, attitudes, and perceptions regarding AI in EFL classroom. This integration highlights the nuanced interplay between AI technologies and motivation factors, shedding light on how AI can enhance intrinsic motivation, boost self-efficacy, and facilitate personalized language learning experiences. Moreover, the study addresses ethical considerations, ensuring the privacy and well-being of participants throughout the research process. Ultimately, the research contributes to the growing body of knowledge on AI's role in education and its potential to shape the future of EFL instruction. By unveiling the implications of AI on EFL students' motivation, this study provides valuable insights for educators, policymakers, and stakeholders, guiding the effective integration of AI to foster enduring and enthusiastic language learners in an increasingly digital age.

Challenges in Teaching English at the University Level: Guidance and Self-reflection for English Language Instructors Adolfina M. S. Moybeka; Astina Y Kabbi
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7796

English language learning in higher education is a topic that continues to receive attention, especially in the context of globalization and the importance of cross-cultural communication. This paper outlines the main issues faced by English as a foreign language’ students, covering challenges in instruction as well as the need for reflection for teachers. The main problems in English language instruction in higher education include the varying ability levels of students, irrelevant curriculum, and the suboptimal use of technology in teaching. English teachers also often face difficulties in assessing student progress and developing effective teaching strategies. Reflection is a key element in overcoming these problems. English teachers need to regularly reflect on their teaching practices, identify their weaknesses and strengths, and adapt teaching methods according to students' needs. In addition, cooperation between English teachers and universities in the development of relevant curricula and continuous teacher training are also important in addressing the problems of English language learning. This paper further discusses the problems of English language instruction in higher education, provides practical suggestions for English lecturers and students, and emphasizes the importance of reflection and collaboration in improving the quality of English language learning at the higher education level

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