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All Journal IJORER : International Journal of Recent Educational Research
Pratiwi Retnaningdyah
State University of Surabaya, Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Gender Pedagogy: A Feminist Approach to Teaching Sexist, Women Solidarity, and Power in the Patience Stone Suci Suryani; Fabiola D. Kurnia; Pratiwi Retnaningdyah
IJORER : International Journal of Recent Educational Research Vol. 4 No. 6 (2023): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v4i6.416

Abstract

Objective: The study aims to examine what gender issues in the novel are learned and how those issues get responses from the students. Method: The data acquisition method in this study is selecting the author's narration, the monolog, and dialog in the novel, showing the gender issues based on bell hooks' perspective on sexist oppression, women's solidarity, and power and asking thirty-five students in the class of their response concerning the issues. Result: The result shows the students will learn that the unnamed female protagonist experiences sexist oppression, obtains women's solidarity from her aunt, exercises her power to resist her husband's cruelty, and compares the issues to the surrounding phenomena. Novelty: Some previous studies have analyzed gender inequality in The Patience Stone, gender pedagogy leading to building higher students' gender awareness by teaching gender through a novel has been rarely concerned. Hence, the study promotes teaching gender through The Patience Stone and another similar novel in higher education to build students' awareness concerning gender issues and invite their critical response towards gender problems in the novel and real life.
Digital Literacy Practice: Pedagogical Approach with CoPORA Model on Students’ Performances in Writing Classroom Moh. Hafidz; Pratiwi Retnaningdyah; Ali Mustofa
IJORER : International Journal of Recent Educational Research Vol. 5 No. 5 (2024): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i5.657

Abstract

Objective: This study aims to describe the impact of the CoPORA model on EFL university students’ performances in accessing, communicating, integrating, evaluating, and creating information using social media in a writing classroom. Method: Data were collected using interview techniques from EFL university students and analyzed descriptively to achieve the study's objectives. Results: The CoPORA model in pedagogical digital literacy practices enables students to master English vocabulary, be motivated to communicate, develop social identity, and manage and evaluate information effectively. Key performances included creating and communicating argumentative texts with readers on social media platforms. Social media usage facilitated checking trusted sources and contents, communicating information with friends, lecturers, and followers, making cross-references among digital content and facts, proving the truth of contents, and writing and communicating argumentative texts. Novelty: The study found that pedagogical digital literacy practices using the CoPORA model positively contribute to students' mutual contributions to language learning, cognition, and social interaction in English essay-writing classrooms.
Exploring the Professional Identity Development of English Lecturers as Tech-Savvy Educators Rizka Safriyani; Pratiwi Retnaningdyah; Ahmad Munir; Mohammad Romadhoni
IJORER : International Journal of Recent Educational Research Vol. 5 No. 6 (2024): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i6.717

Abstract

Objective: The professional identity of lecturers evolved because of the complexity of professional activities and policies. This study aims to discover how English Literature Lecturers cultivate their professional identity as Techno Savvy. Method: This qualitative case study is an endeavor to address how English literature lecturers'' cultivate their professional identity as tech-savvy lecturers. Four English lecturers voluntarily participated in this study. Semi-structured interviews and observations were done to learn how English Literature Lecturers cultivate their identity. Thematic analysis was used, and methodological triangulation was chosen to ensure objectivity. Results: The result indicates that English LLecturers'' cultivated their identity as a technology-savvy lecturer through their learning media and learning activities used in the classroom. Joining technology professional development sessions and the Technology Enhanced Language Learning Association becomes the external motivation that socially constructs their identity. Novelty: The study found that the type of professional activities, university policy, and social identification influenced Professional Identity Development.
Co-Authors Ahmad Munir Ali Mustofa Fabiola D. Kurnia Moh. Hafidz Mohammad Romadhoni Rizka Safriyani Suci Suryani