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All Journal Al-Irsyad: Journal of Education Science Jurnal Ilmiah Multidisiplin Amsir
Honjong, Gusnawati
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Penyusunan Teks Biografi dengan Model Project-Based Learning di SMA Negeri 1 Majene Honjong, Gusnawati
Jurnal Ilmiah Multidisiplin Amsir Vol 2 No 1 (2023): Desember
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat amsir.v2i1.443

Abstract

This type of research is Classroom Action Research which aims to determine the increase in the ability to compose biographical texts using the Project Based Learning Model. The population in this study were all students in class X of State High School 1 Majene, Regency and the sample was class which is conducted. Test data on student learning outcomes were analyzed evenly, while data on student learning activities were analyzed using descriptive analysis. The results of the research show that students' composing abilities have increased. Based on data in cycle I, there were 5 students in the poor category with a score of 45 with a percentage of 13.1%, in cycle II there were 7 students in the complete category with a percentage of 18.42% and in cycle III there were 25 students in the complete category. with a percentage of 71.42%. Based on these data, it can be concluded that the use of the Project Based Learning model can improve the ability to compose biographical texts for class X students at State High School 1 Majene, Regency.
ANALYZING TEACHING AND LEARNING INTERACTIONS IN ONLINE AND OFFLINE MODES AT TOMAKAKA UNIVERSITY Honjong, Gusnawati; Hasanah, Nurul; Ybnu Taufan, Muhammad; Mada Ali, Syahban
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Juli 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.343

Abstract

This study investigates the differences in teaching and learning interactions among university students in online and offline learning environments, focusing on students from the Faculty of Teacher Training and Education at Universitas Tomakaka, Indonesia. The study was motivated by the emerging need to evaluate how communication patterns and engagement are affected by instructional modalities in the post-pandemic context. Using a mixed-method approach, including questionnaires and semi-structured interviews with 50 randomly selected students, this research explores interactional dynamics and identifies existing gaps in current literature regarding rural-based blended learning practices. The results indicate that offline learning fosters stronger student–lecturer and peer–peer interaction due to richer nonverbal cues and immediacy of feedback, while online learning shows limited engagement, especially in rural settings. However, some students reported higher comfort and participation in digital settings due to reduced social pressure. The study concludes that a blended learning approach, supported by interactive tools and digital training, may optimize communication and inclusiveness. These findings have practical implications for improving instructional design, especially in under-resourced educational institutions, and highlight the importance of digital infrastructure and pedagogical capacity building in enhancing learning interaction.
Exploration of the Implementation of the Deep Learning Approach in the Teaching and Learning Process at SMK Tiwikrama Mamuju: A Qualitative Study Honjong, Gusnawati
Jurnal Ilmiah Multidisiplin Amsir Vol 4 No 1 (2025): Desember
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat amsir.v4i1.705

Abstract

This study aims to explore the implementation of the Deep Learning approach in the teaching and learning process at SMK Tiwikrama Mamuju. The research employed a qualitative design to gain an in-depth understanding of how the approach is applied in classroom practice and how it influences students’ engagement and learning experiences. The population of this study consisted of 30 second-grade students of SMK Tiwikrama Mamuju. Since the total number of students was relatively small, total sampling was applied, resulting in 30 students serving as the research sample. Data were collected through classroom observations, semi-structured interviews with students and teachers, and documentation review of lesson plans and learning materials. The observation focused on instructional strategies, student participation, and learning interactions. Interviews were conducted to obtain detailed insights into students’ perceptions and teachers’ experiences in implementing the Deep Learning approach. Documentation was used to support and validate findings from observations and interviews. The data were analyzed using qualitative descriptive analysis following the interactive model of Huberman and Miles, which includes data reduction, data display, and conclusion drawing/verification. The findings reveal that the implementation of the Deep Learning approach encouraged active student participation, critical thinking, collaborative learning, and deeper conceptual understanding. Students demonstrated increased motivation and engagement during the learning process. However, challenges were identified, including limited instructional time and the need for teacher readiness in designing higher-order learning activities. Overall, the Deep Learning approach contributed positively to improving the quality of the teaching and learning process at SMK Tiwikrama Mamuju.
Co-Authors Muhammad Ybnu Taufan Nurul Hasanah Syahban Mada Ali