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All Journal Journal Of English Literature, Linguistic, and Education (JELLE) Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Journal of Mandalika Literature
Purnama Rika Perdana
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Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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IMPLEMENTASI KURIKULUM MERDEKA UNTUK MENINGKATKAN KOMPETENSI LITERASI DIGITAL GURU SMP DI KABUPATEN TANGERANG BANTEN Fitriani, Dini; Selnistia Hidayani; Purnama Rika Perdana; Saeful Amri
Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Vol. 2 No. 6 (2024): Desember
Publisher : CV. Alina

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59407/jpki2.v2i6.1503

Abstract

Guru berkedudukan sebagai pelaksana teknis fungsional di bidang pembelajaran atau bimbingan dan juga tugas tertentu. Jabatan fungsional guru adalah jabatan tingkat keahlian termasuk dalam semua rumpun pendidikan. dengan hal tersebut literasi digital sangatlah penting untuk dikuasai semua guru. dalam implementasi kurikulum merdeka di sekolah. Literasi digital menghadapi berbagai tantangan, termasuk keterbatasan akses, keterampilan, dan pemahaman akan pentingnya literasi digital. Oleh karena itu, diperlukan langkah-langkah untuk memperkuat literasi digital guru dalam implementasi kurikulum merdeka. Artikel ini bertujuan untuk melihat urgensi dan meningkatkan kompetensi guru dalam literasi digital melalui implementasi kurikulum merdeka, serta memberikan rekomendasi konstruktif untuk mengembangkan literasi digital guru. Beberapa peluang dalam penguatan literasi digital meliputi mempermudah akses informasi, meningkatkan kualitas pembelajaran dengan metode yang bervariasi dan menarik, serta mengembangkan keterampilan kritis seperti berpikir, berkolaborasi, berkomunikasi, dan berkreasi. Disisi lain, beberapa tantangan dalam penguatan literasi digital melalui yaitu keterbatasan akses, kurangnya keterampilan dasar dalam mengoperasikan perangkat digital, dan ketidakpahaman tentang manfaat serta dampak penggunaan platform digital dalam proses pembelajaran. Beberapa masih menganggap platform digital hanya sebagai alat hiburan atau sarana komunikasi, bukan sebagai alat pembelajaran yang serius. Upaya meningkatkan literasi digital diharapkan dapat membantu guru mencapai profesionalisme yang lebih tinggi dengan pemahaman yang mendalam mengenai esensi kurikulum merdeka, kompetensi yang diperlukan oleh pendidik, dan pentingnya literasi digital. Dengan demikian, guru dapat menguasai literasi digital dengan baik, menjalankan tugas mereka secara optimal dan profesional, dan siap menghadapi tantangan pendidikan sesuai dengan kurikulum merdeka.
Implementation of English Learning Curriculum for Deaf Students Bedah; Purnama Rika Perdana; Reza Fandana
JELLE Vol. 6 No. 01 (2025): JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION
Publisher : LPPM Universitas Pekalongan

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Abstract

This study discusses the implementation of the English learning curriculum for children/students with special needs, especially students with hearing impairments at Dian Bahagia School. This study aims to explore the application of the curriculum, the challenges faced by teachers, and effective learning methods. The research method used is qualitative, with data obtained through in-depth interviews and observations. The results of the study show that the implementation of a flexible curriculum, such as the Independent Curriculum, plays an important role in meeting the unique needs of Deaf Students. Adjustments in learning methods, such as the use of visual media and a project-based approach, help students understand the material despite having limitations in hearing and verbal communication. The main challenges faced by teachers include students' limitations in pronunciation, text comprehension, and writing skills. The use of visual media, hearing aids, and sign language are the main solutions to overcoming this challenge. Project-based learning methods are effective in improving students' understanding of the material; while encouraging their active involvement in the learning process. The study also emphasizes the importance of collaboration between schools, teachers, parents, and education experts to create inclusive learning programs. In addition, technology, such as sign language translation applications and interactive modules can make a significant contribution to more optimal learning outcomes. The study concludes that the flexibility of the curriculum tailored to students' needs focuses not only on academic achievement; but also on the development of relevant life skills. With this approach, a more inclusive learning environment is created and supports the holistic development of deaf students. Recommendations for further research include exploring the adaptation of project-based learning methods to other specific needs and the application of new technologies in supporting learning.
The Comparative Study Between Readable and Let’s Read Applications toward Students’ Reading Skill Rodiatul Mutmainah; Ilzamudin Ma’mur; Purnama Rika Perdana
Journal of Mandalika Literature Vol. 6 No. 2 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jml.v6i2.4608

Abstract

Since English is an international language and a foreign language to Indonesians, mastering it is essential. These days, learning English is quite simple. People are aware of Mobile-Assisted Language Learning (MALL), which uses mobile technology to teach language skills and extends learning in a new environment. This study compared the effectiveness of Readable and Let’s Read applications in improving students’ reading skill. Using qualitative research, the participants are three students of STAIDAZ (Sekolah Tinggi Ilmu Tarbiyah Darel Azhar). Both programs make use of Mobile-Assisted Language Learning (MALL) resources to enhance reading comprehension and fluency. Considering their varied characteristics, both applications aim to improve students’ reading skills.
Gamification on EFL Learner with Deaf Disability: A Systematic Literature Review Iim Nurhasanah; Nafan Tarihoran; Purnama Rika Perdana
Journal of Mandalika Literature Vol. 6 No. 3 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jml.v6i3.5133

Abstract

This study aims to examine the effectiveness of gamification-based technology in English language learning for students with Special Education Needs (SEN), particularly those with hearing impairments or deaf disabilities. A systematic literature review (SLR) was conducted using the PRISMA framework, which includes three main stages: identification, screening, and inclusion. A total of 183 articles were retrieved from Google Scholar, Scopus, and Web of Science, using keywords related to gamification, EFL learning, and deaf disabilities from publications between 2020 and 2024. After filtering for relevance and methodological rigor, 10 studies were selected for analysis. The findings indicate that gamification enhances engagement, motivation, and learning outcomes for students with hearing impairments by integrating interactive storytelling, visual cues, sign language-based content, and adaptive feedback mechanisms. Several studies highlight the positive impact of mobile gamification applications, digital storytelling, and reward-based learning on vocabulary acquisition, reading comprehension, and speaking skills. Moreover, gamification fosters self-directed learning and provides real-time feedback, allowing students to learn at their own pace. Despite its benefits, challenges such as limited access to high-quality gamified platforms, the need for teacher training, and concerns about excessive screen time remain. However, with ongoing advancements in educational technology, gamification has significant potential to be further optimized for inclusive education. Future research should explore long-term impacts and the integration of emerging technologies such as virtual and augmented reality in gamified EFL learning for students with hearing impairments.
Co-Authors Bedah Dini Fitriani, Dini Iim Nurhasanah Ilzamudin Nafan Tarihoran Reza Fandana Rodiatul Mutmainah Saeful Amri Selnistia Hidayani