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The English Teaching Style in the Merdeka Curriculum Realized through Professional Development Moza Moulidyah; Dila Charisma; Fitri Aprianti
Proceedings Series on Social Sciences & Humanities Vol. 18 (2024): Proceedings of International Student Conference on Education (ISCE) 2024
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v18i.1261

The purpose of this research was to investigate English teaching styles in the Merdeka Curriculum realized through professional development. The method used was a qualitative research method with a case study design. The instrument in this study is an observation of learning videos when in-service PPG students conduct PPL. The researcher found several teaching styles used by English teachers in their learning in class such as facilitator, delegator, formal, and expert teaching styles. However, whatever teaching style the teacher uses must be by the students' learning style. This research concluded that English teachers who took part in the in-service teacher professional education (PPG) program got significant improvements and teacher skills in applying teaching styles and teaching methods were more interactive and in accordance with the principles of the Merdeka Curriculum.

Mengasah Kemampuan Kognitif Siswa Sekolah Dasar dengan Media Board berbasis Game Educaplay Prayuda, Juwanda; Aprianti, Fitri; Jannah, Widia Nur
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 3 No 4 (2024): SEPTEMBER
Publisher : Educational and Talent Development Center of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v3i4.1982

Penelitian ini bertujuan untuk meningkatkan kemampuan kognitif siswa sekolah dasar melalui integrasi media board self dan game-based learning menggunakan platform Educaplay. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas dengan model Kurt Lewin, yang terdiri dari empat tahap: perencanaan, tindakan, observasi, dan refleksi, dan dilaksanakan dalam dua siklus. Pada siklus I, fokus utama adalah penerapan media board self sebagai sarana pembelajaran. Setelah siklus pertama dievaluasi melalui post-test, ditemukan bahwa meskipun ada peningkatan, hasil belum optimal. Pada siklus II, media board self diperkuat dengan teknologi game-based learning melalui Educaplay, untuk memberikan stimulus interaktif yang lebih dinamis dalam pembelajaran. Setiap siklus diukur menggunakan pre-test dan post-test dengan instrumen tes yang sama, yang mencakup enam indikator kognitif berdasarkan taksonomi Bloom, yaitu mengingat, memahami, menerapkan, menganalisis, mengevaluasi, dan mencipta. Hasil penelitian menunjukkan peningkatan signifikan dalam nilai rata-rata kemampuan kognitif siswa dari 46,66 pada pra-siklus, menjadi 67,77 pada siklus I, dan 80,07 pada siklus II. Peningkatan paling signifikan terlihat pada kemampuan mencipta, yang meningkat dari 26,67 pada siklus I menjadi 50,00 pada siklus II. Integrasi media board self dan game-based learning terbukti efektif dalam meningkatkan kemampuan kognitif siswa.

THE DIFFICULTIES OF IMPLEMENTING ENGLISH INSTRUCTION IN CAMBRIDGE CURRICULUM: NON-ENGLISH TEACHERS' VIEW Alpiansyah, Rizki; Charisma , Dila; Aprianti , Fitri
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

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

The purpose of this study was a) to find out how teachers learn in implementing the Cambridge curriculum for non-English subjects, b) to find out what difficulties non-English teachers experience in implementing English language learning. The method used in this study is a qualitative descriptive research method. The object of this study was SMP Bina Insan Mulia, the subjects of this study were two teachers who taught non-English subjects at SMP Bina Insan Mulia. The instruments used in this study were interviews and documents compiled following the Cambridge curriculum. The results of interviews and analysis of teacher learning plans showed learning methods that implemented the Cambridge curriculum, the difficulties found were related to; problems with teachers' ability to use English; problems with students in their views on non-English subjects that must use English, student interests, the amount of practice, and also self-confidence. From the difficulties found, teachers made the class more interactive and interesting in teaching non-English subjects by using English as a medium of instruction.

Pelatihan disiplin positif bagi guru SMP untuk menciptakan lingkungan belajar yang inklusif dan empatik : dari hukuman ke pemahaman Winarto, Eline Rozaliya; Aprianti, Fitri; Adha, Irka Fitri; Putry, Rizki Aprillia Nabila
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 4 (2025): Juli
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v9i4.32270

Abstrak Penerapan pendekatan disiplin yang bersifat menghukum masih banyak ditemukan dalam praktik pengelolaan kelas, meskipun pendekatan tersebut sering kali menimbulkan dampak negatif terhadap hubungan guru dan siswa serta tidak efektif dalam jangka panjang. Oleh karena itu, disiplin positif menjadi alternatif yang relevan untuk menciptakan lingkungan belajar yang mendidik, aman, dan menghargai martabat peserta didik. Pelatihan disiplin positif merupakan upaya strategis dalam mendukung terciptanya lingkungan belajar yang aman, empatik, dan mendidik. Kegiatan pelatihan dilaksanakan melalui pemaparan konsep, studi kasus, diskusi kelompok, serta evaluasi sebelum dan sesudah pelatihan (pre-test dan post-test). Hasil menunjukkan adanya peningkatan signifikan pada pemahaman guru mengenai perbedaan antara hukuman dan disiplin positif, pentingnya menyusun kesepakatan kelas bersama siswa, serta penerapan konsekuensi logis yang mendidik. Guru juga mulai memahami pentingnya komunikasi yang empatik dan konsisten sebagai landasan hubungan yang sehat dengan siswa. Refleksi dari para peserta menunjukkan adanya perubahan paradigma dari pendekatan otoriter menuju pola pembinaan yang lebih dialogis dan partisipatif. Pelatihan ini menjadi titik awal yang penting dalam membangun budaya sekolah yang lebih manusiawi dan mendukung perkembangan karakter siswa secara holistik. Kata kunci: disiplin positif; pelatihan guru; lingkungan belajar inklusif; komunikasi empatik; pendidikan karakter Abstract Punitive disciplinary measures are still widely used in classroom management practices, despite the fact that they frequently harm teacher-student relationships and are unproductive in the long run. As a result, positive discipline becomes an important alternative for creating an instructive, safe, and dignified learning environment for pupils. Positive disciplinary training is a systematic endeavor to help create a secure, sympathetic, and informative learning environment. The training activities included idea presentations, case studies, group discussions, and evaluations both before and after the training. The findings reveal a significant improvement in instructors' comprehension of the distinction between punishment and positive discipline, the significance of reaching class agreements with students, and the use of educational logical consequences. Teachers are increasingly starting to see the need of compassionate and regular communication as the cornerstone for a strong connection with pupils. The participants' reflections show a paradigm shift from an authoritarian approach to a more dialogic and participative mentoring model. This training is a vital first step toward developing a more humane school culture and supporting children' overall character development. Keywords: positive discipline; teacher training; inclusive learning environment; empathetic communication; character education

Legal Protection for Kitcar Manufacturing Based on Motor Vehicle Customization Regulations in Indonesia Nanda Oktavia, Okeu; Faza Lutfia, Danyla; Aprianti, Fitri; Maulida, Irma; Handiriono, Rd.
Journal of Social Research Vol. 4 No. 6 (2025): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v4i6.2531

Car designs owned by industrial design owners have exclusive rights to exercise moral rights and economic rights. However, this right has a certain time limit, as long as the product's design is still under the registrant's ownership. This often causes problems related to industrial designs by other parties who are not entitled to the use of similar designs, such as kitcar production practices in Indonesia. The kitcar certification process typically involves several stages that must be passed by the vehicle assembler or manufacturer to ensure that the vehicle meets applicable standards by testing safety and environmental standards. This study aims to find out the legal protection related to industrial design used in the manufacture of kitcars in Indonesia and to find out the regulations regarding kitcar certification in Indonesia. This study uses a normative juridical approach consisting of two sources, namely primary materials and secondary data. The primary material used in this study is laws and regulations. Meanwhile, the secondary materials used are the results of research interviews, expert opinions in books, journals, and articles related to this research. The results of this study prove that kitcar manufacturing activities are not included in violations, as long as the industrial design used is in accordance with applicable provisions and its legality has been regulated in terms of reviews related to legal protection of industrial design and legal certainty regarding kitcar certification. This kitcar activity is not categorized as a violation as long as the industrial design used in its manufacture has expired its protection period and the nature of the design has become public property. So, the industrial design can be used freely. Kitcar needs to follow several stages of testing that have been regulated in legislation. If all stages of testing have been met, the status of the kitcar can be declared legal.

The Difficulties of Implementing English Instruction in Cambridge Curriculum: Non-English Teachers' View Alpiansyah, Rizki; Charisma , Dila; Aprianti , Fitri
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

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

The purpose of this study was a) to find out how teachers learn in implementing the Cambridge curriculum for non-English subjects, b) to find out what difficulties non-English teachers experience in implementing English language learning. The method used in this study is a qualitative descriptive research method. The object of this study was SMP Bina Insan Mulia, the subjects of this study were two teachers who taught non-English subjects at SMP Bina Insan Mulia. The instruments used in this study were interviews and documents compiled following the Cambridge curriculum. The results of interviews and analysis of teacher learning plans showed learning methods that implemented the Cambridge curriculum, the difficulties found were related to; problems with teachers' ability to use English; problems with students in their views on non-English subjects that must use English, student interests, the amount of practice, and also self-confidence. From the difficulties found, teachers made the class more interactive and interesting in teaching non-English subjects by using English as a medium of instruction.

Mengasah Kemampuan Kognitif Siswa Sekolah Dasar dengan Media Board berbasis Game Educaplay Prayuda, Juwanda; Aprianti, Fitri; Jannah, Widia Nur
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 3 No 4 (2024): SEPTEMBER
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v3i4.1982

Penelitian ini bertujuan untuk meningkatkan kemampuan kognitif siswa sekolah dasar melalui integrasi media board self dan game-based learning menggunakan platform Educaplay. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas dengan model Kurt Lewin, yang terdiri dari empat tahap: perencanaan, tindakan, observasi, dan refleksi, dan dilaksanakan dalam dua siklus. Pada siklus I, fokus utama adalah penerapan media board self sebagai sarana pembelajaran. Setelah siklus pertama dievaluasi melalui post-test, ditemukan bahwa meskipun ada peningkatan, hasil belum optimal. Pada siklus II, media board self diperkuat dengan teknologi game-based learning melalui Educaplay, untuk memberikan stimulus interaktif yang lebih dinamis dalam pembelajaran. Setiap siklus diukur menggunakan pre-test dan post-test dengan instrumen tes yang sama, yang mencakup enam indikator kognitif berdasarkan taksonomi Bloom, yaitu mengingat, memahami, menerapkan, menganalisis, mengevaluasi, dan mencipta. Hasil penelitian menunjukkan peningkatan signifikan dalam nilai rata-rata kemampuan kognitif siswa dari 46,66 pada pra-siklus, menjadi 67,77 pada siklus I, dan 80,07 pada siklus II. Peningkatan paling signifikan terlihat pada kemampuan mencipta, yang meningkat dari 26,67 pada siklus I menjadi 50,00 pada siklus II. Integrasi media board self dan game-based learning terbukti efektif dalam meningkatkan kemampuan kognitif siswa.

APPLYING GENDER DIFFERENCES IN PHONOLOGICAL AWARENESS TO ENHANCE STUDENTS’ READING ABILITY Winarto, Eline Rozaliya; Aprianti, Fitri
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8216

Phonological awareness is the first stage in enhancing kids' reading skills. Phonological awareness provides the foundation for youngsters to associate written letters with their voices, which will help them understand the reading process. Primary school reading abilities provide the groundwork for subsequent reading success. The research technique that utilized to conduct study on phonological awareness and reading ability of male and female primary school pupils is a research method that combines quantitative and qualitative data, commonly known as the Mixed-Method. To obtain quantitative data, this method employs one experimental group, whereas to obtain qualitative data, classroom observation, questionnaires, and interviews conducted on experimental. The subjects of this study were low-grade male and female pupils at primary schools in Cirebon. A basic random sampling procedure is used to determine the samples. There were four types of data gathering procedures used in this study: phonological awareness, observation, questionnaires, and interviews. This study leads to several findings. First, the findings are broadly consistent with previous research in the field of PA in primary children. The study discovered a consistent developmental trajectory in the majority of the PA tasks in favor of primary children. In addition, females outperformed males in some PA subtests. In order to eliminate obstacles to advancing their reading abilities, elementary students must be trained on PA exercises.

Analysis of Teacher Strategies for Teaching Writing Skills on Report Text Abdurrahman, Abdurrahman; Aprianti, Fitri; Sugesti, Ikariya
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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

This study aims to find out how English language teachers use strategies in teaching writing skills and how to apply such strategies to class nine at SMPN 1 Sumber. This research uses a qualitative descriptive design. The population and sample in this study is English teachers at SMPN 1 Sumber. English teacher in this research has four meetings observed by the researcher. The instrument in this study uses classroom observations and questionnaires. The instrument is used to find out the strategies used and how English teachers apply strategies in teaching the report text. The results were analyzed and divided into three stages, including Data Reduction, Data Analysis, and Presentation Data. Based on observations conducted during four meetings, the results showed that teachers used several teacing and learning strategies in teaching the report text. The teaching and learning methods there are: Brainstorming, Developing Topic, Drafting and Revising. The learning strategies is Mind Mapping Strategy, PLEASE Strategy, Guided Writing Strategy, Creative Writing Strategy, and Collaborative Writing Strategy. This strategy can make it easier for teachers to motivate students to create report texts, facilitate teachers in the teaching and learning process, as well as the application of appropriate learning methods. Besides, the activities in reporting skills consist of opening activities, core activities, and closing activities.

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