Garuda - Garba Rujukan Digital

Writing Challenges and Strategies in ESP Contexts: Pharmacy Students’ Perception in Higher Education Institutions in Jambi Silvia, Resi
JURNAL INOVASI EDUKASI Vol. 7 No. 1 (2024): JURNAL INOVASI EDUKASI
Publisher : Universitas Adiwangsa Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Many ESP learners encountered difficulties from the writing process. Students in higher education institution are required to produce essays, which are difficult and may frustrate students. The purpose of this study was to analyse the most difficult aspects of writing faced by pharmacy students studying in a university in Jambi and how those challenges might relate to their writing strategies. This is a survey study to sheds light on the key factors that could cause those difficulties in their point of view. The instrument used was questionnaire to gather the data of this study. The results showed that the most common challenges is related to grammar and sentence structure as well as organization, coherence and cohesion. Others are related to paraphrasing. Another conclusion which can be drawn is the most helpful strategies, form students point of view, are writing an outline/plan for the essay, specific feedback by the teacher, using a dictionary, extensive reading about the topic, examining writing model.

Peningkatan Kompetensi Guru Dalam Pengembangan Pembelajaran Digital Berbasis Kecerdasan Buatan di SMKN 6 Muaro Jambi Purnama, Fery; Silvia, Resi; Satria, Muhammad Elfin
Dedikasi Sains dan Teknologi (DST) Vol. 4 No. 2 (2024): Artikel Riset Nopember 2024
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/dst.v4i2.4880

Perkembangan teknologi digital saat ini sangat pesat sekali, khususnya dalam penggunaan kecerdasan buatan. Teknologi kecerdasan buatan saat ini bukanlah sesuatu alat yang sulit didapat, saat ini kecerdasan dapat di akses dan digunakan oleh seluruh pengguna internet dimana saja dan kapan saja. Pemanfaatan kecerdasan buatan ini sangat sedikit sekali digunakan oleh guru-guru di SMK Negeri 6 Muaro Jambi untuk pengembangan media pembelajaran, maka dari itu tim pengabdian Masyarakat melakukan pelatihan pengembangan media pembelajaran yaitu pemuatan video pembelajaran dengan OBS, evaluasi pembelajaran dengan classroom dan pembuatan quiz dengan AI. Adapun hasil kegiatan yang diikuti oleh 15 guru termasuk kepala sekolah pelatihan berjalan dengan lancar dan seru dengan melihat antusias guru saat mengikuti pelatihan. Dari hasil pelatihan yang didapatkan terjadi peningkatan kompetensi guru-guru dalam pembuatan media pembelajarn yang sebelumnya di saat pre test hanya 2 guru yang pernah menggunakan OBS dan tidak ada guru yang pernah membuat soal quiz dengan kecerdasan buatan, namun setelah diadakannya pelatihan dan hasil post test semua guru sangat menyukai pembuatan video pembelajaran dengan OBS dan 12 guru yang menyukai pembuatan quiz dengan menggunakan kecerdasan buatan. Serta dari hasil pengumpulan tugas yang diberikan 13 guru berhasil melakukan pengumpulan tugas video pembelajaran dan 12 guru dapat membuat quiz dengan menggunakan quiziz dengan kecerdasan buatan

Pelatihan dan Pendampingan Pembuatan Flashcard Voice Menggunakan Aplikasi Canva dan Vocaroo pada Guru Yayasan IBA Silvia, Resi; Purnama, Fery; Novita, Rian
Mejuajua: Jurnal Pengabdian pada Masyarakat Vol. 4 No. 2 (2024): Desember 2024
Publisher : Yayasan Penelitian dan Inovasi Sumatera (YPIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/mejuajuajabdimas.v4i2.195

KBG Yayasan IBA terdiri dari 15 anggota yang berasal dari MI (8 orang), TK (4 orang), dan KB (3 orang). Fokus masalah utama meliputi Komunitas Belajar Guru Yayasan IBA yang belum optimal, kompetensi guru yang rendah, dan fasilitas yang kurang memadai. Pengabdian ini dimulai dengan Tahapan Persiapan dan Sosialisasi meliputi kegiatan observasi, survey, pendataan KGB Yayasan IBA, sosialisasi program kepada seluruh guru dan persiapan alat dan bahan. Untuk Tahapan Pelaksanaan Pelatihan dilakukan offline dengan materi mengenai Pembuatan Flashcard Voice menggunakan Canva dan Vocaroo. Selanjutnya Tahapan Pendampingan dan Tahapan Evaluasi. Pendampingan dilakukan selama 3 kali untuk memantau progress pengerjaan flashcard dan melihat kendala yang mereka hadapi. Penerapan Produk Teknologi dan Inovasi ke Masyarakat Produk yang dihasilkan dari kegiatan ini adalah Media Pembelajaran Flashcard Voice yang menggabungkan kartu flash tradisional dengan suara, dirancang menggunakan aplikasi Canva dan Vocaroo. Guru dan siswa dapat memindai Barcode pada flashcard untuk mendengarkan penjelasan suara, membantu siswa memahami materi lebih baik. Impact kegiatan ini memberikan pengetahuan baru kepada guru tentang pembelajaran interaktif. Kegiatan ini berdampak pada peningkatan kemampuan guru dalam menghasilkan media pembelajaran yang menarik, serta kesadaran seluruh elemen di Yayasan Pendidikan IBA. Dari hasil survey kepuasan di dapati bahwa 87% peserta merasa sangat puas dengan kegiatan, 13% peserta merasa puas, dan 0% merasa tidak puas. Begitu juga dengan tingkat pengetahuan yang meningkat secara signifikan pada materi Flashcard (88), Canva (85), dan Vocaroo (87). Testimoni peserta menunjukkan bahwa kegiatan ini sangat bermanfaat dan harapan untuk kegiatan berkelanjutan tentang media pembelajaran berbasis IT.

Improving Writing Skills Using Artificial Intelligence (AI) on the ChatGPT Platform Desmiyanti, Desmiyanti; Silvia, Resi
JELT: Journal of English Language Teaching Vol 9, No 2 (2025): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jelt.v9i2.194

The development of digital technology, especially AI-based natural language processing such as ChatGPT, has opened up new opportunities in the world of education, especially in improving academic literacy skills. This study aims to determine (1) How the use of the Artificial Intelligence (AI)-based ChatGPT platform can improve students' writing skills in learning English (2) The positive impacts and challenges faced by students in using ChatGPT as a writing learning medium. By using a qualitative method with a literature study approach, this study analyzed various scientific articles, books, journals, and previous research reports. The results of the study (1) Based on an in-depth literature study, it can be concluded that the use of the Artificial Intelligence (AI)-based ChatGPT platform can significantly improve students' writing skills in learning English. Through responsive, adaptive, and personalized interactions, ChatGPT provides support in various aspects of writing such as structure, vocabulary, grammar, and style. This platform functions as a virtual tutor, a source of inspiration, and a reflection tool that encourages students to be more confident and active in writing (2) Based on the analyzed literature study, the use of ChatGPT has a significant positive impact on the development of students' writing skills. Students receive assistance in improving their writing structure, expanding their vocabulary, and gaining writing inspiration.

THE UTILIZATION OF CONTEXTUAL TEACHING LEARNING TO ENHANCE STUDENTS’ ENGLISH LEARNING OUTCOMES: AN ACTION RESEARCH Fussalam, Yahfenel Evi; Silvia, Resi; Elmiati, Elmiati; Marlina, Leni
Journal Of Language Education and Development (JLed) Vol. 5 No. 2 (2023): Journal of Language Education and Development( JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v6i1.1361

The research on the fifth-grade students of SD Negeri 093 Sungai Abang Village was driven by the researchers’ desire to enhance students' learning outcomes, especially in the subject of English. The researcher's findings indicated that the average student achievement scores were still low, below the Minimum Mastery Criteria (KKM) set by the school. Out of a total of 12 students, only 2 students or 16.7% reached the KKM. As an alternative solution to this issue, the researcher conducted Classroom Action Research (CAR) by implementing the Contextual Teaching and Learning (CTL) method. The research was conducted in the second semester of the 2022/2023 academic year, involving 12 students. The data analysis results from Cycle I showed that the average class score had reached the KKM, with 9 out of 12 students (75%) reaching the KKM. Students' learning outcomes improved in Cycle II, where almost all students, 11 out of 12 (91.7%), reached the KKM. This research demonstrates that the use of CTL was appropriately applied in English language learning, particularly in the material taught in the higher grade levels as the subject of the research.

Peningkatan Kompetensi Guru Dalam Pengembangan Pembelajaran Digital Berbasis Kecerdasan Buatan di SMKN 6 Muaro Jambi Purnama, Fery; Silvia, Resi; Satria, Muhammad Elfin
Dedikasi Sains dan Teknologi (DST) Vol. 4 No. 2 (2024): Artikel Riset Nopember 2024
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/dst.v4i2.4880

Perkembangan teknologi digital saat ini sangat pesat sekali, khususnya dalam penggunaan kecerdasan buatan. Teknologi kecerdasan buatan saat ini bukanlah sesuatu alat yang sulit didapat, saat ini kecerdasan dapat di akses dan digunakan oleh seluruh pengguna internet dimana saja dan kapan saja. Pemanfaatan kecerdasan buatan ini sangat sedikit sekali digunakan oleh guru-guru di SMK Negeri 6 Muaro Jambi untuk pengembangan media pembelajaran, maka dari itu tim pengabdian Masyarakat melakukan pelatihan pengembangan media pembelajaran yaitu pemuatan video pembelajaran dengan OBS, evaluasi pembelajaran dengan classroom dan pembuatan quiz dengan AI. Adapun hasil kegiatan yang diikuti oleh 15 guru termasuk kepala sekolah pelatihan berjalan dengan lancar dan seru dengan melihat antusias guru saat mengikuti pelatihan. Dari hasil pelatihan yang didapatkan terjadi peningkatan kompetensi guru-guru dalam pembuatan media pembelajarn yang sebelumnya di saat pre test hanya 2 guru yang pernah menggunakan OBS dan tidak ada guru yang pernah membuat soal quiz dengan kecerdasan buatan, namun setelah diadakannya pelatihan dan hasil post test semua guru sangat menyukai pembuatan video pembelajaran dengan OBS dan 12 guru yang menyukai pembuatan quiz dengan menggunakan kecerdasan buatan. Serta dari hasil pengumpulan tugas yang diberikan 13 guru berhasil melakukan pengumpulan tugas video pembelajaran dan 12 guru dapat membuat quiz dengan menggunakan quiziz dengan kecerdasan buatan

Bridging Theory and Practice: AI-Powered Esp Instruction for Pharmacy Students Silvia, Resi; Fussalam, Yahfenel Evi; Novita, Rian; Menrisal, Menrisal; Syafutri, Husni Dwi
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.31156

This mixed-methods sequential explanatory study evaluates the effectiveness of an AI-powered language learning platform in enhancing English for Specific Purposes (ESP) outcomes among pharmacy undergraduates. Sixty students at a private university in Jambi were assigned to either experimental or control groups; the experimental group utilized an AI system with adaptive algorithms, personalized feedback, and scenario-based interactive tasks for six weeks. Data were collected through vocabulary retention tests, context-based task evaluations, structured surveys, and focus-group interviews. Quantitative analyses indicated significant gains in vocabulary retention (mean increase from 56.3 to 78.5, p < .001) and contextual task performance (mean increase from 60.4 to 83.6, p < .001) relative to controls. Qualitative data derived from surveys and focus group interviews indicated heightened engagement, intrinsic motivation, and learner autonomy. Thematic analysis identified three key mechanisms underpinning these outcomes: adaptive feedback promoting persistence and metacognitive reflection, personalized learning enabling self-regulation, and authentic simulation fostering contextual awareness and professional readiness. The study demonstrates pedagogical advantages of integrating adaptive AI tools within ESP curricula for pharmacy education. It extends existing literature by providing empirical validation of AI-enhanced language learning and offers actionable guidance for instructional design and technology integration practices. Recommendations include aligning pedagogy with adaptive feedback cycles, securing robust institutional support, investing in faculty professional development, and fostering sustained interdisciplinary collaboration to maximize educational benefits. Future research should expand institutional representation, employ longitudinal designs, and implement comprehensive assessments encompassing both receptive and productive skills. Incorporating instructor perspectives and classroom observations would further elucidate implementation dynamics and sustainability, thereby strengthening the evidence base for AI-supported ESP frameworks in health professions education.

Bridging Theory and Practice: AI-Powered Esp Instruction for Pharmacy Students Silvia, Resi; Fussalam, Yahfenel Evi; Novita, Rian; Menrisal, Menrisal; Syafutri, Husni Dwi
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.31156

This mixed-methods sequential explanatory study evaluates the effectiveness of an AI-powered language learning platform in enhancing English for Specific Purposes (ESP) outcomes among pharmacy undergraduates. Sixty students at a private university in Jambi were assigned to either experimental or control groups; the experimental group utilized an AI system with adaptive algorithms, personalized feedback, and scenario-based interactive tasks for six weeks. Data were collected through vocabulary retention tests, context-based task evaluations, structured surveys, and focus-group interviews. Quantitative analyses indicated significant gains in vocabulary retention (mean increase from 56.3 to 78.5, p < .001) and contextual task performance (mean increase from 60.4 to 83.6, p < .001) relative to controls. Qualitative data derived from surveys and focus group interviews indicated heightened engagement, intrinsic motivation, and learner autonomy. Thematic analysis identified three key mechanisms underpinning these outcomes: adaptive feedback promoting persistence and metacognitive reflection, personalized learning enabling self-regulation, and authentic simulation fostering contextual awareness and professional readiness. The study demonstrates pedagogical advantages of integrating adaptive AI tools within ESP curricula for pharmacy education. It extends existing literature by providing empirical validation of AI-enhanced language learning and offers actionable guidance for instructional design and technology integration practices. Recommendations include aligning pedagogy with adaptive feedback cycles, securing robust institutional support, investing in faculty professional development, and fostering sustained interdisciplinary collaboration to maximize educational benefits. Future research should expand institutional representation, employ longitudinal designs, and implement comprehensive assessments encompassing both receptive and productive skills. Incorporating instructor perspectives and classroom observations would further elucidate implementation dynamics and sustainability, thereby strengthening the evidence base for AI-supported ESP frameworks in health professions education.

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