Amirudin Ais
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Academic Writing Training for High School Students: Pelatihan Akademik Writing Bagi Siswa SMA Paula Audry Rombepajung; Trully Christien Haenny Wungow; Yapi Hendrik Wongkar; St. Nur Aima Fatima; Nindy N. Ganap; Fergina Lengkoan; Amirudin Ais; Awaludin Rizal
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 9 No. 5 (2025): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/

Abstract

Academic Writing Training for high school students is a program designed to improve students' ability to write good and correct academic papers. This program consists of several steps that can be taken, including an introduction to the concept of academic writing, developing writing skills, using references and sources, developing editing skills, using technology, developing presentation skills, developing peer review skills, developing writing skills for various disciplines, developing writing skills for various purposes, and developing writing skills for various sources. This training has several objectives, such as improving clear and logical writing skills, improving students' ability to organize ideas and structure their writing, improving students' ability to use effective and efficient language, improving students' ability to develop strong and logical arguments, and improving students' ability to develop effective communication skills. This training can be conducted using several effective and interactive methods, such as writing workshops, brainstorming, peer review, and others. In writing workshops, high school students are divided into groups and each group is given a specific topic to write about. After completing their writing, the groups will present their writing and receive feedback from teachers and classmates. In brainstorming, high school students are assisted by teachers to gather relevant ideas and analyze them critically. In peer review, high school students are divided into groups and each student is given a classmate's writing to monitor and provide feedback. Through this Academic Writing training, high school students can improve their ability to write good and correct academic papers, as well as enhance their skills in using technology and various disciplines. This training is crucial for several reasons, such as improving writing skills, critical thinking skills, organizing ideas, using references, editing skills, communication skills, becoming an independent learner, improving academic assignment skills, and developing character.
The Role of Parents in Increasing the Responsibility Level of Students Toward Literacy Activities in Grade III at Sahabat Cendikia Islamic Elementary School, Ternate City Iwan Irawan; Jusmin Hj Wahid; Amirudin Ais; Marwah Tonggol
Edumaspul: Jurnal Pendidikan Vol. 10 No. 2 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

This study aims to describe the role of parents in increasing the level of responsibility among third-grade students toward reading and writing literacy activities at Sahabat Cendikia Islamic Elementary School, Ternate City. The research was motivated by the low interest in reading and writing habits among students, which negatively affects their basic literacy skills. Parents play a strategic role in shaping children’s habits and attitudes of responsibility toward literacy through habituation, mentoring, and motivation at home. This study employed a qualitative descriptive method. Data were collected through semi-structured interviews, questionnaires, and observations involving 25 parents of Grade III students. The findings reveal that most parents actively contribute to building students’ responsibility by allocating specific time for reading, establishing regular writing routines, assigning responsibility for book care, providing consistent motivation, and serving as positive role models in literacy activities. Consistent parental involvement has a significant positive influence on students’ completion of school literacy tasks. The study concludes that the success of literacy learning in primary schools is not determined solely by teachers but also requires active support from parents at home. Therefore, strengthening school-family collaboration is essential to create a conducive literacy-rich environment for students.