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<![CDATA[CORRESPONDENCE BETWEEN MODELS AND FACTORS OF STUDENT ERRORS IN SOLVING CONTEXTUAL PROBLEMS ]]>
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Audi Yundayani]]>;
<![CDATA[Abdul Halim Abdullah]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v11i4.4946
<![CDATA[The acquisition of knowledge assists students in navigating life, but their skill configuration is unstable when confronted with contextual problems. The fact that they make problem-solving errors is a stability problem that stems from existential situations. This study examined students' errors in solving contextual math word problems. The respondents were 36 Jakarta junior high school students. This work employs an existential design informed by phenomenology to lessen the connection between the model and error-causing. Newman's strategy found various types of errors. The researchers then investigated the error model and the root causes of the detected errors through interviews. According to the ontological investigation, seven correspondences were discovered between the error models and the causative factors, namely comprehension, transformation, and process skills, so that the origin of occurrences remained unchanged. Deficiencies in process skills cause the majority of correspondence. The phenomenological reduction of the correspondence demonstrates that students are not always engaged in higher-order thinking and tend to concentrate on the procedural knowledge learning process. It can be concluded that the learning process must encourage students' higher-order thinking. When students learn and gain experience through misunderstandings and transformations, they will demonstrate constructive efforts and computational thinking by troubleshooting the problem-solving strategy. Pengetahuan memfasilitasi siswa dalam menghadapi kehidupan, tetapi konfigurasi kemampuan mereka belum mantap ketika dihadapkan pada tantangan kontekstual. Siswa membuat kesalahan dalam penyelesaian adalah masalah stabilitas yang bersumber dari kondisi eksistensial. Penelitian ini bertujuan untuk mengevaluasi kesalahan siswa dalam penyelesaian soal cerita matematika pada setting kontekstual. Responden adalah 36 siswa MTs di Jakarta. Penelitian ini menggunakan desain eksistensial pada perspektif fenomenologis untuk mereduksi korespondensi antara model dan faktor penyebab kesalahan. Jenis kesalahan diidentifikasi dengan pendekatan Newman, kemudian peneliti mengeksplorasi model kesalahan dan faktor penyebab dari jenis-jenis kesalahan yang teridentifikasi melalui wawancara. Hasil penelitian menemukan tujuh korespondensi antara model kesalahan dengan faktor penyebabnya adalah pemahaman, transformasi, dan keterampilan proses, sehingga sumber kejadian menurut kajian ontologis juga tetap konstan. Mayoritas korespondensi dihasilkan dari kesalahan keterampilan proses. Reduksi fenomenologis dari korespondensi tersebut mengungkapkan bahwa siswa tidak selalu terlibat dalam pemikiran tingkat tinggi dan cenderung menitikberatkan proses pembelajaran pada pengetahuan prosedural. Dapat disimpulkan bahwa proses pembelajaran harus mendorong berpikir tingkat tinggi siswa. Ketika siswa belajar dan memperoleh pengalaman melalui kesalahpahaman dan transformasi, mereka akan mendemonstrasikan upaya konstruktif dan pemikiran komputasi dengan pemecahan masalah strategi pemecahan masalah.]]>
<![CDATA[Combating learning loss: How do students engage cognitively and affectively in online-based academic activities? ]]>
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Audi Yundayani]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 3: December 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i3.692
<![CDATA[During the pandemic, education faces the problem of learning loss, however online academic activities can assist. This research addresses cognitive and affective online-academic engagement. This quantitative research of 208 students at private universities in Jakarta uses an observational technique and an explanatory design. This study analyzes the measurement and structural model of the relationship between factors from the emotional intelligence aspects and self-regulated learning in the flipped classroom context. The research findings indicate that students' cognitive and affective engagement is on track, as determined by their task persistence which can be established through effort and performance evaluation when completing the assignment. Effort and evaluation begin with self-awareness as a foundation for orientation and commitment. This study paves the way for further investigation of other findings that indicate the need to allocate and optimize time during pre-class activities while educating and encouraging students' persistence. Without tremendous effort and evaluation on the part of students, time on task for work can result in low-quality performance. These findings could drive teachers to construct engaging lesson plans by incorporating emotional intelligence and self-regulated learning prior class.]]>
<![CDATA[Dealing with english writing skills: Through the eyes of vocational students ]]>
<![CDATA[Sari Putri Elrida Siregar]]>;
<![CDATA[Fiska Sari]]>;
<![CDATA[Sudjoko Sudjoko]]>;
<![CDATA[Audi Yundayani]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 1 (2022): Technology-based and intercultural contexts-based learning for the students' en ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v1i1.3
<![CDATA[Students in vocational programs must have English writing abilities, following industry standards. Despite this, writing is a challenging skill. This article examines the voice of vocational students in connection to their English writing proficiency. Sixty-one students from a private vocational school are involved in the research. This study was designed as descriptive research. Data on students' voices are collected using a questionnaire and a semi-structured interview. Additionally, they are evaluated utilizing triangulation techniques. According to the research, the majority of students continue to struggle with communicating their thoughts in writing. In addition, they struggle to organize their sentences into paragraphs. Moreover, their knowledge of grammar and vocabulary is weak, as is their understanding of writing mechanisms. These conditions decrease their motivation to participate in the writing process actively. It is vital because vocational students should be the source of industrial employment. Therefore, the English teacher is strongly urged to develop a lesson plan that considers the students' requirements, profiles, and prior writing skills, using need analysis and diagnostic evaluation. In addition, it is strongly recommended that students engage in collaborative writing through any medium, including technology, to assist them. In addition, it is crucial to frequently assess the material in light of the industry's requirements for writing abilities competencies. The concept of differentiated teaching can also be employed to assist students' distinct development of writing skills.]]>
<![CDATA[Task-based material design for academic purposes: Learners' English writing skill improvement ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Lidwina Sri Ardiasih]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i1.18169
<![CDATA[English Writing for Academic Purposes (EWAP) seems daunting for higher education students in the Indonesian context. Genuinely, the ability of EWAP is one of the study skills required in the academic field. Preliminary research has shown that EWAP materials have not been identified based on students’ needs. This study focuses on the students’ need analysis of the EWAP materials, including confirming the quality of the task-based material design that enhances the students’ skills of the EWAP. The study used the educational research and development method, involving non-English learners from a private college in Indonesia. Researchers used the test, the semi-structured interview, and the questionnaire as instruments. The observation was also carried out to describe implementing the task-based material design of the EWAP. The results indicate that students need task-based material as an authentic EWAP material that focuses on learning to communicate through interaction. It also gives them the ability to focus not just on the use of languages but also on the learning process itself. The task-based EWAP materials have a significant influence on the development of students’ writing skills. As a result, this approach is well suited to foster a learning desire to write in a context-approximately as a means of expressing their intentions. Besides, the study’s findings show that students were very enthusiastic about engaging in the learning process.]]>
<![CDATA[SMART DIGITAL LEARNING: A SNAPSHOT OF WEB-BASED LEARNING MANAGEMENT SYSTEM ]]>
<![CDATA[Bejo Sutrisno]]>;
<![CDATA[Audi Yundayani]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Journal of Learning and Technology Vol. 1 No. 2 (2022): December 2022 ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/jlt.v1i2.4179
<![CDATA[This study aims to identify the use of Smart Digital Learning (SDL) as an alternative to web-based learning management systems (WLMS), web-based presentations, and web-based modules. The research approach used in this study is the Research and Development method. The data analysis technique uses a descriptive calculation of proportions derived from student response data, expert tests and media tests on the products produced. A total of 72 students from three different classes were included as research respondents. The results of this study found that SDL can facilitate independent learning, arouse student interest in learning, present multimodal texts, can be designed based on learning needs, can be used as a website portfolio, interaction between users must be increased, and requires a stable internet connection.]]>
<![CDATA[Penguatan Kajian Pantun Indonesia sebagai Sebuah Topik Penelitian ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Agus Sulaeman]]>;
<![CDATA[Frimadhona Syafri]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Jurnal Abdimas Prakasa Dakara Vol. 3 No. 1 (2023): Inovasi dan Kolaborasi Meningkatkan Pendidikan dan Pariwisata ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/japd.v3i1.1685
<![CDATA[Kajian sastra lisan Indonesia, seperti pantun, memiliki daya tarik bagi mahasiswa asing pembelajar bahasa Indonesia. Pantun merupakan karya sastra yang terikat dengan aturan yang diucapkan oleh masyarakat tempo dulu secara lisan, berkembang menjadi bagian dari cara berkomunikasi, serta industri hiburan. Hal ini yang menjadi dasar munculnya kegiatan diskusi terkait perkembangan pantun Indonesia sebagai salah satu pilihan dalam fokus penelitian. Tujuan kegiatannya untuk menyajikan pilihan-pilihan topik penelitian terkait dengan pantun sebagai bagian dari sastra lisan kepada mahasiswa pascasarjana, program studi bahasa dan penerjemahan, konsentrasi sastra Indonesia di sebuah perguruan tinggi asing di Korea Selatan. Hasil dari kegiatan ini adalah pemahaman mahasiswa tentang potensi pantun Indonesia sebagai sebuah topik penelitian. Yang juga menarik adalah mereka menyadari bahwa pantun berevolusi dan tidak lagi dilihat hanya menjadi bagian dari sastra lisan saja tetapi beradaptasi mengikuti perkembangan zaman. Hal ini yang kemudian ditunjukkan dengan digunakannya pantun di berbagai acara menyesuaikan dengan tujuan, situasi, serta kondisi. Temuan ini juga yang akhirnya dibandingkan dengan perkembangan sastra lisan di Korea yang peserta tampilkan. Dengan sikap yang baik, peserta aktif terlibat dalam diskusi yang menarik. Kegiatan diskusi ini perlu dilanjutkan dalam beragam bentuk apakah kuliah tamu atau diskusi kelompok terarah sehingga meluaskan informasi perkembangan sastra Indonesia pada umumnya.]]>
<![CDATA[Enhancing Students' Descriptive Writing Skills through the Use of Teacher-Created Tutorial Video ]]>
<![CDATA[Anwar Saleh Harahap]]>;
<![CDATA[Audi Yundayani]]>;
<![CDATA[Hanna Sundari]]>
<![CDATA[ SOSCIED Vol 6 No 1 (2023): SOSCIED - Juli 2023 ]]>
Publisher : <![CDATA[LPPM Politeknik Saint Paul Sorong ]]>
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DOI: 10.32531/jsoscied.v6i1.574
<![CDATA[Most students struggle with English descriptive writing skills, particularly generating ideas, creating sentences, and developing paragraphs, resulting in a lack of motivation. A teacher-created tutorial video (TCTV) was utilized to address the students' difficulties with descriptive writing skills. This study aims to investigate TCTV media's effect on students' descriptive writing skills and to determine their perceptions of the medium. This research employed a mixed method with an explanatory research design. The study's sample comprised 25 of 98 seventh-grade students from an Indonesian public secondary school in (city) Indonesia. The findings indicated that Zcount is greater than ttable, 26.0 > 1.708. It was concluded that the hypothesis is accepted, indicating that the use of TCTV media affected the descriptive writing skills of the students. In addition, students had good responses about the use of TCTV media in producing a descriptive text since it enables them to cope with the stages of the writing process by adapting the concepts of the Genre-based Approach (GBA) through the stimulus provided by the teacher. It is highly advised that the teacher create appropriate media to assist the students in accomplishing the learning goals. TCTV media can also be designed with the learning purpose, student profile, and student needs in mind.]]>
<![CDATA[THE EFFECTIVENESS OF HERRINGBONE TECHNIQUE IN TEACHING READING COMPREHENSION AT VOCATIONAL HIGH SCHOOL ]]>
<![CDATA[Trival Setyadik]]>;
<![CDATA[Audi Yundayani]]>;
<![CDATA[Suratinah Suratinah]]>
<![CDATA[ SOSCIED Vol 6 No 1 (2023): SOSCIED - Juli 2023 ]]>
Publisher : <![CDATA[LPPM Politeknik Saint Paul Sorong ]]>
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DOI: 10.32531/jsoscied.v6i1.595
<![CDATA[An efficient method of reading comprehension instruction is required for students to comprehend a text. This study's objectives were to examine if the Herringbone technique helps teach reading comprehension to vocational high school students majoring in fisheries and to explain the students' perceptions of the technique. This study's sample comprised students from the fisheries aquaculture technology department at Sekolah Usaha Perikanan Menengah (SUPM) in Pontianak. This study utilized a mixed-methods research approach. The researcher obtained data from the students by pre-test and post-test, observation, questionnaire, and interview. The Herringbone approach significantly impacts reading comprehension, as determined by statistical analysis. This research also demonstrated that the Herringbone approach was 14% effective in improving students' reading comprehension. Then, based on the students' perceptions of the Herringbone technique, it can be concluded that the students have a positive perception of reading comprehension while utilizing the Herringbone technique and the 5W1H method. In other words, the herringbone method significantly enhances students' reading comprehension in vocational high schools.]]>
<![CDATA[LANGUAGE LEARNING STRATEGIES IN ENGLISH SPEAKING SKILLS: GAINING THE PERSPECTIVE OF NURSING STUDENTS ]]>
<![CDATA[Fatimah Layba Ibrahim]]>;
<![CDATA[Heni Nurhaeni]]>;
<![CDATA[Audi Yundayani]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Journal of Learning and Technology Vol. 2 No. 1 (2023): June 2023 ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/jlt.v2i1.4411
<![CDATA[The use of English in medical contexts is rising globally. The English for nursing purposes assists students meet the requirement by addressing their needs in the context of nursing, particularly their speaking abilities. However, the shift from offline to online learning has an effect on nursing students' opportunity to practice their English-speaking skills. This study attempts to identify the language learning strategies (LLS) that nursing students employ to improve their speaking abilities for vocational objectives. Forty nursing students from an Indonesian nursing academy were the study's respondents. A questionnaire was used to obtain the data. This study found that (1) in the memory LLS, 92.5 percent of students tend to translate Indonesian sentences into English and produce them orally. In addition, they attempt to recall new English terms by pronouncing them; (2) in the cognitive LLS, 95% of them prefer to practice speaking in front of the mirror; (3) in the compensation LLS, 92.5% of them practice catching the other speaker's main point; (4) in the metacognitive LLS, 95% of them correct their mistakes on their own; (5) in the affective LLS, 95% of them encourage themselves to speak; and (6) in the social LLS, 92.5% of the students practice asking the other speaker to clarify what. According to the findings of the study, nursing students demonstrate an appropriate use of LLS, which results in their English acquisition.]]>
<![CDATA[Cognitive Engagement during Emergency Remote Teaching: How Students Struggle ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Polyglot Vol 19, No 2 (2023): JULY ]]>
Publisher : <![CDATA[Universitas Pelita Harapan ]]>
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DOI: 10.19166/pji.v19i2.6005
<![CDATA[AbstractThe COVID-19 pandemic situation has had an impact on the higher education system in Indonesia. It created an online learning ecosystem to enact the essential role of cognitive engagement by students. This qualitative research utilized multimodal data collection to examine students' voices to assess how they perceived the cognitive engagement dimension during emergency remote teaching (ERT). Data were gathered from 60 students from three higher education institutions in Indonesia's urban areas. The findings revealed that the ERT environment requires students to self-regulate their learning by employing their preferred strategies to comprehend the material. Moreover, they engage in meaningful learning by relating content to their prior experiences and knowledge. Students also believe that teachers play a vital role in ERT as authoritative figures and focal learning points. They view teachers as the main agents for fostering and enhancing their cognitive engagement. This study draws attention to the need for continuous teacher professional development in ERT by concentrating on students' needs. Bahasa Indonesia Abstrak: Situasi pandemi COVID-19 berdampak pada sistem pendidikan tinggi di Indonesia. Ini menciptakan ekosistem pembelajaran online untuk memberlakukan peran penting keterlibatan kognitif oleh siswa. Penelitian kualitatif ini menggunakan pengumpulan data multimodal untuk memeriksa suara siswa untuk menilai bagaimana mereka merasakan dimensi keterlibatan kognitif dalam fenomena pengajaran jarak jauh darurat. Data dari 60 mahasiswa dari tiga perguruan tinggi yang berada di perkotaan Indonesia. Hasil penelitian menunjukkan bahwa pengaturan pengajaran darurat mengharuskan siswa untuk menerapkan proses belajar mandiri dengan mengatur preferensi metode pembelajaran mereka untuk memahami isi materi. Bahkan, mereka melakukan pembelajaran yang bermakna dengan menghubungkan konten dengan pengalaman dan pengetahuan mereka sebelumnya. Mereka juga percaya bahwa guru, serta siswa, memainkan peran penting dalam lingkungan pengajaran darurat. Selain itu, karena keyakinan mereka bahwa guru masih menjadi pusat pembelajaran sebagai sosok otoriter, mereka menggambarkan guru sebagai agen utama untuk mempromosikan dan meningkatkan keterlibatan kognitif mereka. Studi ini lebih menarik perhatian pada perlunya pengembangan profesional guru yang berkelanjutan dalam situasi pengajaran darurat dengan berkonsentrasi pada kebutuhan siswa.]]>
