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All Journal Journal of Language and Literature Mitra Mahajana: Jurnal Pengabdian Masyarakat Bakti Sekawan : Jurnal Pengabdian Masyarakat
Wahyu Kamil Syarifaturrahman, Wahyu Kamil
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Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Introducing Children of Environmental Issue in Sekotong Timur Through Project Based Learning Dewi, Puspita; Yuliatin, Riyana Rizki; Hadi, Sirojul; Syarifaturrahman, Wahyu Kamil; Latif, Kurniadin Abd; Sujaka, Tomi Tri; Ramandha, Muhammad Eka Putra; Fatimatuzzahra, Fatimatuzzahra
Mitra Mahajana: Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2022): Volume 3 Nomor 2 Tahun 2022
Publisher : LPPM Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/mahajana.v3i2.1834

Abstract

Nowadays, the environmental issue is one of the biggest problems worldwide. It is because the climate change deteriorates from time to time; the earth becomes warmer, and pollution polluted the environment. Humans have a pivotal role in changing the earth because they damage the ecosystem by using numerous plastics, throw many of rubbish, and cutting plenty of trees. As a result, climate change and global warming become worse. Consequently, all stakeholders need to take the responsibility to protect the earth. Some groups blame the government; however; environmental issues are the government’s responsibility and all society’s matters, including academicians. This community service activity was conducted in one of the remote areas in Bunbeleng village, East Sekotong district, East Lombok. The Project was held by Relawan Saling Jaga Indonesia (Relasi) funded by Direct Aid Program (DAP) Australian Consulate-General, Bali Indonesia coordinated by Isyatul Mardiah. This project was conducted based on Project-based Learning (PBL). There are five stages in implementing this project: planning the project, monitoring the project, presenting the project, and evaluating the project. The environment topics were elaborated in this community through the PBL. After the program, the students have more knowledge in reducing, recycling, and reusing plastics and green programs with planting trees. The students were very enthusiastic and motivated. The collection of the project was exhibited isn the classroom.
Exploring the Impacts of Learning Styles on Collaboration in Project-Based Learning across Gender Aprianto, Dedi; Sutarman, Sutarman; Syarifaturrahman, Wahyu Kamil
Humanitatis : Journal of Language and Literature Vol. 12 No. 1 (2025): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v12i1.5661

Abstract

 The study investigates the impact of learning styles on collaboration in Project-Based Learning (PjBL) across gender and how these styles affect their collaborative behaviors in PjBL. Addressing a significant gap in understanding how these factors interact in collaborative educational contexts. The research aims to determine whether there are significant differences in learning styles and collaboration based on gender and how these styles influence collaborative behaviors. Using a mixed-method explanatory sequential design, the study involved 160 participants from the Computer Science and 35 from the Nutrition departments, with quantitative data analyzed using Two-Way ANOVA and qualitative insights gathered from 35 interviews across all classes. The findings reveal that male students tend to outperform in visual learning styles, while female students perform better in auditory learning contexts. Qualitative data further highlighted the importance of gender-responsive instructional strategies for enhancing teamwork effectiveness. In conclusion, the study highlights that integrating diverse learning styles into pedagogical practices fosters inclusivity and improves learning outcomes. It advocates adaptive teaching approaches that accommodate diverse cognitive needs, ultimately contributing to more effective collaborative learning experiences across diverse educational environments. 
English Language Acquisition through Parliamentary Debating: A Case Study at Politeknik Kesehatan Mataram Suhendra, Erwin; Syarifaturrahman, Wahyu Kamil; Darmajaya, Lalu Arwan
Humanitatis : Journal of Language and Literature Vol. 12 No. 1 (2025): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v12i1.5720

Abstract

British Parliamentary (BP) debate is widely adopted in EFL/ESP classrooms, but prior studies often report score gains without explaining how debate drives language development. This study aimed to trace the mechanisms by which BP debate fosters L2 acquisition, focusing on fluency, discourse organisation, and pragmatic competence. Using a qualitative research method with process tracing, eight medical ESP students at Politeknik Kesehatan Mataram completed four full BP rounds. Multimodal data included audio–video recordings of speeches and POIs, written texts from case building, observational notes, and reflective journals/interviews. Data were transcribed and analysed through reflexive thematic analysis guided by three constructs: noticing, modified output, and mediation. Results show a consistent input–processing–output–mediation cycle: self-repairs declined while lexical precision increased; signposting and connectors became denser and more strategic; POIs/rebuttals featured clearer negotiation through hedging, uptake, and reformulation; and adjudicator feedback catalysed planned changes in subsequent rounds, indicating developing self-regulation. Overall, BP debate functions as a rich, mechanism-rich environment that integrates sociocultural mediation with interactionist learning, transforming performance from mechanical repetition to purposeful, confident communication. These findings support using BP debate as an authentic task-based pedagogy for ESP learners.
Co-Authors - Nuriadi, - Abdul Muhid, Abdul Agus Syahid Alfilail, Nur Arniati, Fitri Darmajaya, Lalu Arwan Dedi Aprianto Diah Supatmiwati Erwin Suhendra Fatimatuzzahra Fatimatuzzahra Hilda Hastuti Ismarmiaty, Ismarmiaty Kartarina, Kartarina Kurniadin Abd Latif Miswaty, Titik Ceriyani Muhammad Eka Putra Ramandha Nurachman Hanafi, Nurachman Puspita Dewi, Puspita Rahmawati, Lela Ria Rismayati Riyana Rizki Yuliatin Rosidah Alawiyah Sirojul Hadi Sujaka, Tomi Tri Sutarman Sutarman Wirajaya Kusuma Wirayuda, Andikha Prabu zainuddin Abdussamad Zainudin Abdussamad