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<![CDATA[Pelatihan Pembelajaran Berbasis Game Untuk Guru-Guru SD Islam Plus YLPI Pekanbaru ]]>
<![CDATA[arimuliani ahmad]]>;
<![CDATA[fauzul etfita]]>;
<![CDATA[Estika Satriani]]>
<![CDATA[ Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Vol 1, No 2 (2021): Desember 2021 ]]>
Publisher : <![CDATA[Smart Education ]]>
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DOI: 10.54314/jpstm.v1i2.736
<![CDATA[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]]>
<![CDATA[Autonomous Learning Material with YouTube: Case Study for Intensive Reading Course ]]>
<![CDATA[Estika Satriani]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Fauzul Etfita]]>;
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Safriani Novitri]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.3500
<![CDATA[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.]]>
<![CDATA[Enhancing EFL Students’ Writing Skill through LSP (Learn Social Platform): A Case of Indonesian Students ]]>
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Estika Satriani]]>;
<![CDATA[Fauzul Etfita]]>;
<![CDATA[Alber Alber]]>
<![CDATA[ INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Vol. 1 No. 1 (2021) ]]>
Publisher : <![CDATA[Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia ]]>
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DOI: 10.24036/ijolp.v1i1.2
<![CDATA[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.]]>
<![CDATA[Designing Teaching Material based-Animation Video for Teaching English language at the Elementary Level ]]>
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Johari Afrizal]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i3.3505
<![CDATA[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.]]>
<![CDATA[Workshop Implementasi Pembelajaran Blended Culture Berbantuan Lessonwriter Bagi Guru Bahasa Inggris ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Asnawi Asnawi]]>;
<![CDATA[Estika Satriani]]>;
<![CDATA[Fauzul Etfita]]>;
<![CDATA[Arimuliani Ahmad]]>
<![CDATA[ GERVASI: Jurnal Pengabdian kepada Masyarakat Vol. 7 No. 2 (2023): GERVASI: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LPPM IKIP PGRI Pontianak ]]>
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DOI: 10.31571/gervasi.v7i2.5570
<![CDATA[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.]]>
<![CDATA[Persepsi Mahasiswa terhadap Penggunaan Kahoot di Perguruan Tinggi untuk Konteks Bahasa Inggris Sebagai Bahasa Asing ]]>
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Johari Afrizal]]>;
<![CDATA[Nadia Wulandari]]>
<![CDATA[ GERAM: Gerakan Aktif Menulis Vol. 9 No. 1 (2021): GERAM: Gerakan Aktif Menulis ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Islam Riau ]]>
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DOI: 10.25299/geram.2021.vol9(1).6536
<![CDATA[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.]]>
<![CDATA[Autonomous Learning Material with YouTube: Case Study for Intensive Reading Course ]]>
<![CDATA[Estika Satriani]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Fauzul Etfita]]>;
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Safriani Novitri]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i2.3500
<![CDATA[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.]]>
<![CDATA[Students’ Perception of Online Learning-based Padlet during Pandemic ]]>
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Yassa Aura Rubayyi]]>;
<![CDATA[Fauzul Etfita]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i1.1095
<![CDATA[This study aims to investigate the perceptions of online learning occurring during the COVID-19 pandemic. This study was applied as a case study design. The population of the research was all the second-semester students of English Language Education at one of the private universities in Riau, Indonesia. The population in this study was 173 students, while the sample was selected using random cluster sampling, amounting to 79 students. Data were collected by a questionnaire consisting of 18 questions from five components of online learning using a 5 Likert Scale. The data presented that the dominant percentage of total students gave a positive preference for the utilization of Padlet as online learning media.]]>
<![CDATA[SOSIALISASI PERMAINAN TARDISONAL DALAM MENINGKATKAN KETERAMPILAN GERAK DAN CAPAIAN WAKTU RENANG GAYA BEBAS 50 M PADA KLUB RENANG NEMO SC DI KABUPATEN KAMPAR ]]>
<![CDATA[Rezki Rezki]]>;
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Sigit Nugroho]]>;
<![CDATA[Sabina Fitri]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 2 (2025): Volume 6 No. 2 Tahun 2025 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/cdj.v6i2.43178
<![CDATA[Permainan tradisional dapat memberikan manfaat yang baik terhadap keterampilan gerak dan capaian waktu pada atlet renang. Solusi yang ditawarkan adalah memperkenalkan dan mengimplementasikan permainan tradisional kepada atlet pada perkumpulan renang yang ada di Kabupaten Kampar. Pelaksanaan kegiatan meliputi sosialisasi permainan tradisional di air seperti permainan Kejer-kejaran di ari, Tarek-menarik beban, Mendorong beban, Menarik Beban, Tokok pundak, Mengejar target, Menahan Beban, Susun kata, Mendorong ban dengan kedua tangan, Mengejar bola. Mitra yang terlibat dalam kegiatan pengabdian kepada masyarakat dilakukan pada perkum[ulan renang Nemmo SC Bangkinang Kota Kabupaten Kampar Provinsi Riau pada hari sabtu sabtu 19 Sepetember 2024. Kegaiatan meliputi memeperkenalkan kepada atlet dan pelatih tentang permaianan tradisonal dengan tahap persiapan, pelaksanaan dan pelaporan akhir. Hasil menunjukan bahwa permainan tradisional yang telah di sosialisasikan memebrikan perbuhan terhadap kemampuan gerak renang gaya bebas 50 m pada atlet perkumpulan renang Nemmo SC.]]>
<![CDATA[THE EFFECTIVENESS OF DIGITAL PROJECT-BASED LEARNING MODEL ON STUDENTS' ENGLISH ACADEMIC VOCABULARY COMPETENCE ]]>
<![CDATA[Arimuliani Ahmad]]>;
<![CDATA[Estika Satriani]]>;
<![CDATA[Fauzul Etfita]]>;
<![CDATA[Affidah Binti Morni]]>;
<![CDATA[Yulianto Yulianto]]>
<![CDATA[ JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education) ]]>
Publisher : <![CDATA[English Study Program University of Pasir Pengaraian ]]>
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DOI: 10.30606/jee.v12i1.4600
<![CDATA[Enhancing academic vocabulary is an essential element in studying the English language because it is fundamental for academic literacy and professional communication. Since it is crucial, many students experience obstacles in determining it fluently because traditional teaching methods focus on memorization rather than on using it in a meaningful way. This research aim to determine the significant effect of using digital project-based learning on students' academic vocabulary competence. A quasi-experimental design was implemented by a one-group pre-test and post-test. There were thirty undergraduate students from the English Language Education Department. Data were gathered by an academic vocabulary test and analyzed by using descriptive statistics and a paired-sample t-test. The results showed that digital project-based learning has a significant effect on students’ English academic vocabulary competence, with a significance value of 0.000 (p < 0.05). This finding proved that digital project-based learning is an effective model for enhancing students’ English academic vocabulary in higher education.]]>
