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All Journal JEES (Journal of English Educators Society) Prosiding Seminar Kesehatan Masyarakat
Muhammad Muhibbi
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Dentistry Education Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Veterinary

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Integrating hybrid learning and team-based project in EFL writing class Wijayatiningsih, Testiana Deni; Muhammad Muhibbi; Dodi Mulyadi; J-Roel B.Semilla
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1738

Abstract

This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning. HIGHLIGHTS: Integrating hybrid learning and team-based projects is suitable for use and testing in small class scales in the third semester of English Education at the Muhammadiyah University of Semarang. The average result of the validation results is more than 4.00, so it is in the excellent category. The student perspectives on learning through Team-Based Projects are divided into four: student perspectives on motivation and their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid understanding, and student perceptions about working in groups. The lecturers should apply hybrid learning and team-based projects to motivate and train students to learn independence and provide experiences of a harmonious learning process. Next, for future researchers, it is advisable to expand the research subject so that the results obtained are more in-depth and can be implemented in other English skills, namely speaking, listening, and reading.
Life-Course and Multisectoral Determinants of Childhood Stunting in Low- and Middle-Income Settings Muhammad Muhibbi
PROSIDING SEMINAR KESEHATAN MASYARAKAT Vol 4 No Juli (2026): Proceeding of The 3rd International Seminar on Public Health and Sports (ISOPH
Publisher : Fakultas Kesehatan Masyarakat, Universitas Muhammadiyah Semarang

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Abstract

Background: Childhood stunting remains a major public health and human development challenge in low- and middleincome countries, including Indonesia. Stunting reflects cumulative growth impairment resulting from interconnected nutritional, biological, maternal, environmental, socioeconomic, and health-system conditions. This review aimed to synthesize recent evidence on the determinants of childhood stunting and identify implications for integrated prevention across the life course. Method: A narrative review was conducted using literature published primarily between 2021 and 2026 from PubMed/MEDLINE, Embase, Scopus, Web of Science Core Collection, ProQuest Dissertations and Theses, and PubMed Central, complemented by reports from WHO, UNICEF, the World Bank, and the Indonesian Ministry of Health. The review was informed by PRISMA 2020 principles and employed thematic synthesis using life-course and socioecological perspectives. Results: Evidence indicates that stunting results from interacting determinants rather than a single causal pathway. Important factors included low birth weight, prematurity, inadequate maternal nutrition and antenatal care, suboptimal breastfeeding and complementary feeding, recurrent infections, household food insecurity, poverty, low maternal education, inadequate water, sanitation and hygiene, and limited access to preventive health services. Stunting was also associated with wasting, underweight, impaired cognitive development, reduced school readiness, and adverse long-term human capital outcomes. Conclusion: Stunting prevention requires integrated and multisectoral interventions beginning before conception and extending through the first 1,000 days and early childhood. Priorities include maternal and child nutrition, optimal infant feeding, WASH, infection prevention, growth monitoring, food security, social protection, and responsive caregiving to reduce health inequities and improve child growth and development.
Co-Authors Dodi Mulyadi J-Roel B.Semilla Testiana Deni Wijayatiningsih