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All Journal Journal of Education and Learning (EduLearn) AL ISHLAH Jurnal Pendidikan Lectura : Jurnal Pendidikan ELT-Lectura Proceedings of ISELT FBS Universitas Negeri Padang JOURNAL OF ENGLISH FOR ACADEMIC EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat GERAM (GERAKAN AKTIF MENULIS) Journal On Teacher Education (Jote) JEE (Journal of English Education) Journal of English Language and Education Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat ABDINE Jurnal Pengabdian Masyarakat Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Ahmad, Arimuliani
Universitas Islam Riau
Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Pelatihan Pembelajaran Berbasis Game Untuk Guru-Guru SD Islam Plus YLPI Pekanbaru arimuliani ahmad; fauzul etfita; Estika Satriani
Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Vol 1, No 2 (2021): Desember 2021
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (445.751 KB) | DOI: 10.54314/jpstm.v1i2.736

Abstract

Abstract: Online learning tendencies for elementary students are not effective as expected. A lot of students feel under pressure while learning online. Meanwhile, learning should be fun for their age. To overcome that condition, the teacher should use various interactive media to motivate them in the learning to achieve the learning objectives. In this case, PkM team offers a solution which designing teaching media-based gamification through Kahoot. This media can increase the learning dynamic which can be accessed autonomously or operated by the teacher through video conferences such as Zoom or Google Meet. The features are easy to be operated and innovative so the students can enjoy their learning process by achieving the lesson unrealized. The result of this workshop is effective to improve the teachers’ digital literacy by considering their capability in creating and using Kahoot for the teaching and learning process. It can be seen from their online quiz simulation by utilizing Kahoot.Keywords: gamification; kahoot; learning mediaAbstrak: Kecenderungan belajar secara daring untuk anak-anak sekolah dasar tidak berjalan efektif seperti yang diharapkan. Banyak anak-anak yang merasa terbebani dengan belajar online. Padahal seharusnya belajar haruslah menjadi hal yang menyenangkan bagi mereka pada usianya. Untuk menyikapi hal ini, guru hendaknya menggunakan media ajar yang bervariasi dan tidak   monoton untuk meningkatkan motivasi belajar siswa lagi agar tujuan pembelajaran tercapai. Salah satu solusi yang ditawarkan tim PkM adalah media ajar berbasis game   yakni Kahoot. Media ajar ini dapat meningkatkan dinamika pembelajaran yang dapat diakses secara mandiri oleh siswanya maupun dipandu langsung oleh gurunya melalui platform video conference seperti Zoom atau Google Meet. Fitur-fitur yang ringan dan innovative membuat siswa secara tidak sadar mendapatkan ilmu melalui bermain Kahoot tersebut. Hasil kegiatan pelatihan ini dapat dirasakan sangat bermanfaat dilihat dari perubahan literasi guru yang menjadi lebih kreatif dan piawai dalam mendisain pembelajaran yang menyenangkan dengan menggunakan Kahoot. Hal ini dapat dilihat dari hasil quiz berbasis Kahoot yang telah dibuat dan disimulasikan selama pelatihan sebagai hasil pendampingan tim PkM.Kata kunci: gamifikasi; kahoot; learning media
Autonomous Learning Material with YouTube: Case Study for Intensive Reading Course Estika Satriani; Sri Wahyuni; Fauzul Etfita; Arimuliani Ahmad; Safriani Novitri
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.3500

Abstract

The education paradigm has now changed from teacher-centred to student-centred, and media technology has become a current issue that needs to be interested. The objective of the present study is to investigate the utilization of YouTube media as a learning material for teaching Intensive Reading skills, as well as to determine the impact on students' learning attitudes. YouTube is used to acquire new knowledge and information and help complete the learning material, particularly in delivering technical matters. Besides, YouTube also provides a variety wide range of aspects with unlimited content. Thus, It can cultivate students’ autonomous learning capability. Students who are capable of autonomous learning can set their goals, create a study plan, choose skills and methods to be used, monitor their acquisition, and evaluate what they have learned.  This study offered a case studies research design. The case study is based on autonomous learning used in this study. Autonomous learning is an innovative concept that adheres to the advantages of online teaching-learning using YouTube to deliver learning material media. The questionnaire was distributed to 78 students involved in the intensive reading classes to obtain the data. A statistical assessment of the analysis data shows that autonomous learning of intensive reading classes using YouTube positively impacts students' learning attitudes. In other wordss, YouTube application is a learning alternative that allows students to manage the learning process through independence, self-exploration and freedom of learning to achieve optimal learning results.
Enhancing EFL Students’ Writing Skill through LSP (Learn Social Platform): A Case of Indonesian Students Arimuliani Ahmad; Estika Satriani; Fauzul Etfita; Alber Alber
INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Vol. 1 No. 1 (2021)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v1i1.2

Abstract

In the industry revolution 4.0 era, the Indonesian government also strives to socialize the education change to increase the quality and effort to build up the students of higher education learning style more autonomously. One of many ways to be increased is e-learning. This research aimed to explore the effectiveness of using Learn Social Platform toward students’ writing skills and explore students’ perspectives of using this platform in one of the private universities in Riau, Indonesia. This research was a mixed-method approach. There are 38 undergraduate students as a sample of this research. To collect the data, the researcher used two kinds of instruments such as writing test for analyzing quantitative data and interview for qualitative data. The result showed that the use of this platform can give a significant effect on students’ writing skill which was revealed by students’ post-test was higher than pre-test. In addition, interview data reveal that students felt enthusiastic to use this platform because it is very helpful to increase their English skills which complete material and tasks. Even though it gave advantages, they also face some difficulties such as internet connection and limitation of study group enrollment. Then, the students have some advantages to be improved for this platform such as additional video conference, additional aspects of test, not only focus on grammar, vocabulary and language use but also reading, speaking, writing, and listening. In a practical case, the students expected to get feedback as soon as possible on the same day from their lecturer.
Designing Teaching Material based-Animation Video for Teaching English language at the Elementary Level Arimuliani Ahmad; Johari Afrizal
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.3505

Abstract

Enhancing teaching and learning experience in elementary school is considered rucial effort nowadays. Animation videos can be an alternative to engage students in learning, encouraging their cognitive and active learning. This study aimed to show the result of validation design for animation videos as supplementary teaching material. It described the animation video design and also the validation process from experts. The instrument used was a questionnaire. The validation questionnaire was distributed to two experts, and its validation was presented by CVI (content validation Index). The result shows that the animation video was designed through five different chapters: Here My Bedroom, My Mother is a Nurse, What Day Today?, My Bike, and Let Us Do Something. Therefore, the validation result shows 0,91 CVI for Cognitive Load for a very valid category, 0,97 CVI for Students Engaging for a very valid category, and 0,82 CVI for medium validity. It assumed that these animation videos were valid to be adopted in teaching and learning English Subjects for Elementary students.
Workshop Implementasi Pembelajaran Blended Culture Berbantuan Lessonwriter Bagi Guru Bahasa Inggris Sri Wahyuni; Asnawi Asnawi; Estika Satriani; Fauzul Etfita; Arimuliani Ahmad
GERVASI: Jurnal Pengabdian kepada Masyarakat Vol. 7 No. 2 (2023): GERVASI: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/gervasi.v7i2.5570

Abstract

Model pembelajaran adalah salah satu alat strategis yang digunakan dalam rangka mencapai tujuan pembelajaran. Namun, guru-guru di SMP Negeri 2 Tambang, Kabupaten Kampar, Riau belum mampu mengaplikasikan model pembelajaran yang mengintegrasi local wisdom ke dalam praktik pengajaran. Berdasarkan masalah tersebut, lima orang tim pengabdian Universitas Islam Riau melaksanakan workshop implementasi blended culture dalam rangka membantu menyelesaikan masalah yang sedang dihadapi oleh tujuh orang guru. Pengabdian ini bertujuan untuk meningkatkan pemahaman guru dalam menerapkan model pembelajaran berbasis blended culture berbantuan LessonWriter. Kegiatan dilaksanakan selama satu hari melalui tiga tahapan yaitu: perencanaan, pelaksanaan, dan evaluasi. Peserta diberikan penjelasan materi workshop terkait penerapan blended culture berbantuan LessonWriter. Selanjutnya, dilakukan pendampingan dalam penyusunan model pembelajaran blended culture. Hasil evaluasi kegiatan melalui angket yang didistribusikan kepada guru setelah kegiatan, secara umum penyampaian materi dan pendampingan memberikan wawasan bagi guru-guru Bahasa Inggris.
Persepsi Mahasiswa terhadap Penggunaan Kahoot di Perguruan Tinggi untuk Konteks Bahasa Inggris Sebagai Bahasa Asing Arimuliani Ahmad; Johari Afrizal; Nadia Wulandari
GERAM: Gerakan Aktif Menulis Vol. 9 No. 1 (2021): GERAM: Gerakan Aktif Menulis
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Islam Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/geram.2021.vol9(1).6536

Abstract

Kemajuan teknologi telah memberikan dampak yang sangat penting bagi dunia pendidikan, khususnya dalam konteks English Foreign Language (EFL). Kahoot! merupakan salah satu inovasi yang dapat digunakan guru untuk meningkatkan keterlibatan siswa dalam sesi pembelajaran sebagai media dalam proses belajar mengajar. Penelitian ini dilakukan untuk mengetahui persepsi siswa terhadap pemanfaatannya. Penelitian ini dilakukan dengan penelitian kualitatif karena untuk mendeskripsikan persepsi siswa terhadap Kahoot! pemakaian. Partisipan dari penelitian ini adalah 38 mahasiswa semester VI Pendidikan Bahasa Inggris di salah satu Perguruan Tinggi Vokasi di Riau. Pengumpulan data dilakukan melalui kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa 10 siswa memiliki persepsi positif dalam Perceived Usefulness, 9 siswa memiliki persepsi positif dalam Perceived Ease of Use, 11 siswa memiliki persepsi positif dalam Sikap terhadap Using, 13 siswa memiliki persepsi positif dalam Behavioral Intention to Use, dan 3 siswa memiliki persepsi positif dalam Actual System Use. Penelitian ini membuktikan bahwa persepsi siswa terhadap Kahoot! positif dalam proses belajar mengajar.
Co-Authors Afrizal Afrizal Aini Safitri Anita Wulandari Asnawi Asnawi Asnawi, Asnawi Berlian Agung Anugrah Fauzul Etfita Fitria Andriani Holma Paulina S Ikel Srinoviati Indrayani Winingsih Intan Syazwina Salsabila Iqbal Kelana HS Johari Afrizal Johari Afrizal Lisa Novi Riski Lusi Septari Maya Dwi Sukma Fatania Maya Yova Dita Mulyani Muhammad Ilyas Nadia Wulandari Rahma Sarita Rahmah Hazimah Anita Safriani Novitri Satriani, Estika Siti Hamidah Sri Rezki Mulyani Sri Wahyuni Sri Yuliani Syafira Aninditya Yassa Aura Rubayyi Yulianto Yulianto