Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of Language and Literature Studies Jurnal Pengabdian Masyarakat Dharma Andalas
Wandi, Agus
Unknown Affiliation
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Edukasi Konsep Pariwisata Berbasis Masyarakat Untuk Meningkatkan Pemahaman Manajemen Destinasi Siswa SMKN 2 Pariaman Bidang Studi Keahlian Pariwisata Mariyanti, Eka; Maivalinda, Maivalinda; Abdilla, Mohammad; Sari, Puti Embun; Sukma, Tri; Vanisya, Winda; Caniago, Rita Sri Hasnita; Wandi, Agus; Konceta, Nesa Dela
Jurnal Pengabdian Masyarakat Dharma Andalas Vol 3 No 2 (2025): Jurnal Pengabdian Masyarakat Dharma Andalas
Publisher : LPPM Universitas Dharma Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpmda.v3i2.1917

Abstract

Community-Based Tourism (CBT) is an approach that emphasizes active community participation in managing tourism destinations to create sustainable economic, social, and environmental benefits. This community service program aims to enhance students' understanding of CBT concepts and destination management through interactive education. Activities include socialization, workshops, and evaluations using pre-test and post-test assessments to measure the program's effectiveness. A total of 85 students from the hospitality and culinary fields participated in this program. Evaluation results showed an increase in the average understanding score from 65.4 in the pre-test to 87.2 in the post-test, indicating the effectiveness of the applied learning methods. Additionally, interviews with students and teachers revealed increased awareness of the importance of community involvement in tourism management. This education program not only improved conceptual understanding but also encouraged students' creativity in developing innovative ideas for tourism development in Pariaman City. With enhanced knowledge and awareness of CBT, students are expected to contribute to sustainable tourism management in the future.
EFL Teachers’ Perceptions of Deep Learning Practices in Enhancing Elementary School Learners’ Language Skills: Evidence from Curriculum Merdeka Implementation Wandi, Agus; Haerazi, Haerazi; Irawan, Lalu Ari
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5919

Abstract

This study explores EFL teachers’ perceptions of deep learning practices in enhancing elementary school learners’ English language skills within the context of Curriculum Merdeka implementation. Deep learning practices in this study refer to student-centered, meaningful, interactive, reflective, and contextual learning activities that encourage learners to use English for communication rather than memorization. Using a qualitative descriptive design, the study involved 25 EFL teachers from elementary schools in Central Lombok selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations, and analyzed using thematic analysis. The findings revealed that teachers perceived deep learning practices as effective, relevant, and child-friendly for improving learners’ vocabulary, pronunciation, listening comprehension, speaking confidence, motivation, and classroom participation. Teachers reported that storytelling, songs, games, role play, picture-based discussion, guided questioning, simple projects, and group work helped learners connect English with familiar experiences. Classroom observations showed that deep learning practices supported engagement through enjoyable participation, confidence through low-pressure speaking opportunities, and meaningful English use through contextual classroom interaction. Teacher scaffolding, including modeling, repetition, visual support, gestures, and guided questions, was found to be essential in helping learners understand and produce English. However, challenges such as limited time, low vocabulary mastery, lack of media, large classes, and teacher readiness were also identified. The study concludes that deep learning practices offer a promising pedagogical direction for elementary EFL learning when supported by clear objectives, appropriate scaffolding, and teacher professional development.
Co-Authors Caniago, Rita Sri Hasnita Haerazi, Haerazi Irawan, Lalu Ari Konceta, Nesa Dela Maivalinda, Maivalinda Mariyanti, Eka Mohammad Abdilla Sari, Puti Embun Tri Sukma, Tri Vanisya, Winda