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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Innovative and Creativity
Arif Budimansyah Purba
Universitas Horizon Indonesia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Comparative Study Of Student Perceptions On Vocabulary Learning Using Duolingo And Elsa Vivi Ayu Lestari; Ahmad Najib Mutawally; Arif Budimansyah Purba; Wafiqah Yasmin; Anwar Hilman; Wahyudi Wahyudi; Ludovikus Ludovikus
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.595

Abstract

In the current asynchronous teaching at Horizon University Indonesia, students are still using several English learning applications and media, such as Duolingo, ELSA, and others. These tools are employed as a means of remote learning specifically aimed at supporting the Global Workplace English Program (GWEP) at Horizon University. The purpose of using these media is to help Horizon students improve their English test scores (EFSET) as part of their preparation for entering the workforce, as well as to enhance their four English language skills. Based on this, we are conducting a study to determine which application is most suitable and can encourage students at Horizon-U to be more active, and motivated, and ultimately improve their vocabulary in English. Vocabulary is one of the language aspects which should be learned. Learning vocabulary is important because people can speak, write, read and listen. Moreover, people have to know the vocabulary first. It means that in learning vocabulary, people need to know and understand the meaning of vocabulary and how to use vocabulary in the right context. In this research, the researcher used qualitative methods, including questionnaires and interviews, to gather information on students’ perceptions. This study was conducted in two classes at Horizon-U, with 50 participants from GWEP 4 providing positive feedback about the Duolingo and ELSA applications. Therefore, the researcher aims to explore the students’ perceptions of using Duolingo and ELSA, focusing on the topic “A Comparative Study of Student Perceptions on Vocabulary Learning Using Duolingo and ELSA.”
Prediksi Emosi Penonton Konser Berbasis AI: Sebelum dan Sesudah Pengalaman Musik: Penelitian Muhammad Jomantara; Lila Setiyani; Deden Moch Alfiansyah; Devi Fajar Wati; Dedih; Arif Budimansyah Purba
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6643

Abstract

Emosi penonton konser merupakan aspek psikologis penting yang memengaruhi kualitas pengalaman hiburan, keterlibatan audiens, dan kepuasan individu dalam menikmati pertunjukan musik secara langsung. Namun, dinamika emosi penonton cenderung berubah secara cepat dipengaruhi oleh suasana acara, performa musisi, interaksi sosial, dan pengalaman personal selama konser berlangsung. Penelitian ini bertujuan mengembangkan model deep learning multimodal untuk menganalisis emosi penonton konser menggunakan data visual dan perilaku audiens. Pendekatan yang diusulkan mengintegrasikan data ekspresi wajah, perilaku penonton, dan interaksi digital untuk meningkatkan akurasi analisis emosi. Arsitektur hybrid Convolutional Neural Network (CNN) dan Bidirectional Long Short-Term Memory (BiLSTM) digunakan untuk menangkap pola spasial dan temporal dari data multimodal. Model dirancang untuk melakukan analisis emosi secara real-time serta mengidentifikasi perubahan emosional pada lingkungan dinamis seperti konser musik langsung, festival, dan pertunjukan hiburan digital. Metode penelitian meliputi pengumpulan data menggunakan sensor kamera, pra-pemrosesan data, pengembangan model, dan evaluasi performa menggunakan metrik accuracy, precision, recall, F1-score, dan RMSE. Hasil akhir penelitian berupa model deep learning multimodal yang mampu menganalisis emosi penonton konser secara lebih adaptif dibandingkan pendekatan unimodal.
No Grammar, No Cry: Encouraging Confident English Communication: Pengabdian Vivi Ayu Lestari; Anwar Hilman; Arif Budimansyah Purba; Ahmad Najib Mutawally; Rizki Teja Pratama; Ade Sofyan; Inpresta Natalia; Sekarlita Indriani; Cepi Indra Grahana; Juni Adi Putra
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6731

Abstract

Speaking is widely considered one of the most challenging skills for both university and high school learners, not primarily due to limited grammar or vocabulary, but because of psychological barriers such as fear of making mistakes and low self-confidence. This community service program, entitled “No Grammar, No Cry: Encouraging Confident English Communication,” aims to address these challenges by shifting learners’ focus from grammatical perfection to meaningful communication. The program was implemented through interactive workshops, peer conversation sessions, confidence-building games, real-life communication simulations, and mentoring activities to create a supportive and low-anxiety learning environment. A qualitative approach was employed to explore participants’ experiences, perceptions, and mindset changes during the program. Data were collected through participant reflections, observational notes, and informal discussions. The findings reveal that participants demonstrated increased willingness to speak, reduced speaking anxiety, and improved fluency and confidence in expressing ideas. In addition, learners developed a more positive attitude toward making mistakes, recognizing them as part of the learning process. Overall, the program highlights the importance of collaborative learning and experiential practice in fostering communicative competence. It also contributes to bridging the gap between theoretical knowledge and real-life communication, while promoting learner autonomy, sustained motivation, and adaptive communication skills.
Hubungan Antara Waktu Penggunaan Media Sosial dengan Penurunan Konsentrasi Saat Menggunakan Aplikasi Pembelajaran Arif Budimansyah Purba; Jajang Mulyana; Ahmad Mubarok; Rolles Herwin S.; Nindy Faoziah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6398

Abstract

Perkembangan teknologi digital membawa perubahan besar dalam dunia pendidikan, khususnya dengan meningkatnya penggunaan media sosial di kalangan mahasiswa. Media sosial memberikan kemudahan dalam berkomunikasi dan memperoleh informasi, namun penggunaan yang berlebihan dapat menimbulkan dampak negatif terhadap proses belajar. Salah satu dampak yang sering muncul adalah menurunnya konsentrasi mahasiswa saat mengikuti pembelajaran berbasis aplikasi. Penelitian ini bertujuan untuk mengetahui hubungan antara waktu penggunaan media sosial dengan penurunan konsentrasi mahasiswa saat menggunakan aplikasi pembelajaran. Penelitian ini menggunakan metode kuantitatif dengan pendekatan korelasional. Subjek penelitian adalah 67 mahasiswa Horizon University Indonesia dari tiga Fakultas. Data dikumpulkan menggunakan angket dengan skala Likert dan dianalisis menggunakan korelasi Pearson. Hasil penelitian menunjukkan adanya hubungan yang signifikan antara waktu penggunaan media sosial dengan penurunan konsentrasi belajar. Semakin lama waktu penggunaan media sosial, semakin rendah tingkat konsentrasi mahasiswa saat menggunakan aplikasi pembelajaran.
Enhancing Learning Effectiveness in Higher Education through Active Learning Approaches Vivi Ayu Lestari; Arif Budimansyah Purba; Ahmad Najib Mutawally; Inpresta Natalia; Gracendy Aluz Clarita; Cepi Indra Grahana; J. Rolles Herwin Sihombing; Juni Adi Putra; Dhanisa Aulia; Ani Suryani
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.7437

Abstract

Learning effectiveness in higher education continues to be a significant concern, particularly in learning environments that still rely heavily on lecture-based instruction. Although such approaches allow for efficient content delivery, they often limit student engagement and reduce opportunities for meaningful learning. This study aims to explore how active learning approaches can enhance learning effectiveness from the perspective of university students.A qualitative research design was employed to capture students’ experiences and perceptions of active learning. The study involved university students who participated in learning activities such as group discussions, collaborative tasks, problem-solving exercises, and reflective practices. Data were collected through classroom observations, reflective writings, and semi-structured interviews. The findings indicate that active learning fosters higher levels of engagement, encourages participation, and promotes deeper understanding of learning materials. Students also reported increased confidence in expressing ideas and a greater sense of responsibility toward their learning. In addition, active learning was found to support the development of critical thinking and the ability to connect theoretical concepts with real-life situations.Overall, this study highlights that active learning contributes to more effective and meaningful learning experiences by creating interactive, student-centered environments. It suggests that integrating active learning into higher education can support sustained engagement and improved learning outcomes
Co-Authors Ade Sofyan Ahmad Mubarok Ahmad Najib Mutawally Ani Suryani Anwar Hilman Cepi Indra Grahana Deden Moch Alfiansyah Dedih Devi Fajar Wati Dhanisa Aulia Gracendy Aluz Clarita Inpresta Natalia J. Rolles Herwin Sihombing Jajang Mulyana Juni Adi Putra Lila Setiyani Ludovikus Ludovikus Muhammad Jomantara Nindy Faoziah Rizki Teja Pratama Rolles Herwin S. Sekarlita Indriani Vivi Ayu Lestari Wafiqah Yasmin Wahyudi Wahyudi