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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) Women, Education, and Social Welfare Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Masduki
Universitas Muhammadiyah Malang
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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PENINGKATAN KREATIVITAS GURU DALAM PEMANFAATAN MEDIA PEMBELAJARAN DIGITAL MELALUI LESSON STUDY KOLABORATIF Ribut Wahyu Eriyanti; Yus Mocamad Cholily; Abdulkadir Rahardjanto; Masduki; Andriyana
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 18 No 1 (2022)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/qamadm51

Abstract

Perkembangan teknologi di era revolusi industry 4.0 ditandai dengan diterapkannya teknologi digital dan kecerdasan artifisial dalam berbagai sektor kehidupan manusia. Kondisi tersebut dipercepat oleh munculnya pandemi covid-19 yang secara tiba-tiba dan penyebarannya sangat cepat. Dalam bidang pendidikan diterapkan kebijakan pembelajaran dilaksanakan dari rumah. Kebijakan tersebut menimbulkan respon yang bervariasi oleh guru, terutama yang belum menguasai teknologi komunikasi dan informasi (TIK) untuk pembelajaran. Tulisan ini bertujuan mendeskripsikan peningkatan kreativitas guru dalam pemanfaatan media digital untuk meningkatkan capaian pembelajaran siswa dalam pembelajaran daring (online). Metode yang digunakan adalah penelitian tindakan dengan menerapkan lesson study di satu sekolah. Subjek penelitian ini guru matapelajaran Bahasa Indonesia, Matematika, dan Biologi. Data penelitian ini berupa tuturan dan perilaku guru dalam pembelajaran. Pengumpulan data dilakukan melalui metode observasi dan studi dokumenter. Hasil penelitian ini menunjukkan bahwa dengan melaksanakan lesson study, guru-guru menjadi lebih kreatif dalam memanfaatkan media pembelajaran digital untuk meningkatkan capaian pembelajaran siswa. Guru-guru dapat memilih dan memanfaatkan sumber belajar yang tersedia di internet, mampu memanfaatkan media pembelajaran media internet melalui platform google classroom, google meet, google form, dan google drive, zoom meeting, youtube, dan whatsapp sesuai dengan tujuan pembelajaran, karakteristik bahan ajar, dan sesuai dengan kondisi kemampuan siswa. Guru-guru juga kreatif memanfaatkan google form untuk melaksanakan penilaian pembelajaran. Dengan demikian, pembelajaran yang dilaksanakan guru menjadi bervariasi dan memudahkan siswa untuk melaksanakan pembelajaran dalam jaringan (online). Berdasarkan hasil penelitian ini disarankan kepada guru untuk terus melaksanakan lesson study kolaboratif untuk meningkatkan profesionalitasnya secara berkelanjutan.
Multicultural Awareness in EFL Classrooms in Indonesia: Enhancing Communicative Competence and Empathy ST. Marhana Rullu; Ribut Wahyu Eriyanti; Joko Widodo; Masduki
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 6 No. 3 (2026)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v6i3.5459

Abstract

Indonesia's linguistic and cultural diversity creates both opportunities and challenges for English as a Foreign Language (EFL) instruction, yet multicultural awareness is often sidelined in favor of purely linguistic accuracy. This study aims to addres how multicultural awareness is represented and operationalized in EFL teaching and how it contributes to students’ communicative competence and intercultural empathy. A qualitative meta-summary was conducted using ten Scopus-indexed studies published between 2020 and 2025, focusing on Indonesian EFL contexts. The study identifies three main aspects: integrating local culture, developing context-based skills, and fostering empathy. The findings conclude that effective EFL teaching goes beyond language accuracy, requiring cultural and emotional relevance. This research provides a significant academic contribution by offering a synthesized framework for culturally responsive pedagogy, emphasizing that teacher agency and institutional support are the primary catalysts for developing globally competent yet locally rooted learners.
High Reading Literacy, Low Character? Exploratory-Descriptive Study of Literacy Learning Based on Cognitive Level L1-L3 in Superior High School Students Siti Agustini; Ribut Wahyuni Eriyanti; Masduki; Lilis Ernawati
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): April - June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.454

Abstract

This study is an exploratory-descriptive study to determine the factors that cause the misalignment between the achievement of reading literacy ability and the character achievement of students from three high schools in East Java. Using qualitative descriptive methods, data was collected through open-ended interviews and literature studies as well as school documents. Researchers choose key informants and specialists because they are considered to have the initial information needed. Data analysis techniques using the Miles-Huberman technique include: data condensation; data display; and conclusion drawing/ verivication. Hasil kategori data: (1) reading literacy achievement profile; (2) the profile of the achievement of the student character survey; (3) Factors causing the misalignment of reading literacy achievement and reading surveys. All three are considered by researchers to have construction as the cause of the problem, although it is still necessary to develop further research. This study recommends the development of test instruments that adapt AKM questions and adaptive-reflective literacy learning models. Schools can realize educational SDgS for their students and become a literacy learning model school based on L1-L3 cognitive levels.
Developing and Validating a 4D Reflection Rubric for Assessing Teacher Professional Reflection in Narrative Writing Lilis Ernawati; Ribut Wahyu Eriyanti; Masduki; Siti Agustin; Apriani Riyanti
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): January - March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.440

Abstract

Assessing teacher reflection in narrative texts remains challenging because existing rubrics often privilege explicit analytical writing and may overlook reflective meanings embedded in stories. This study aimed to develop and validate a multidimensional, genre-sensitive 4D Reflection Rubric for assessing pedagogical reflection in teacher-authored short stories. Using a Research and Development design adapted from the 4D model, the study involved 30 in-service elementary school teachers who produced classroom-based narratives, five expert validators, and five independent raters. The rubric was developed across four dimensions: cognitive, affective-relational, ethical, and action-oriented reflection. Data were analyzed using the Content Validity Ratio, Aiken’s V, Intraclass Correlation Coefficient, and descriptive statistics. The findings showed that nine of twelve indicators achieved full expert agreement, while three indicators required refinement. All indicators demonstrated satisfactory clarity, with Aiken’s V values ranging from 0.80 to 0.93. The rubric also showed excellent inter-rater reliability, with an ICC value of 0.90. Ethical reflection emerged as the most prominent dimension, followed by action-oriented and affective-relational reflection, whereas cognitive reflection was less explicitly articulated. These findings indicate that the 4D Reflection Rubric is valid, reliable, and responsive to both explicit and implicit forms of teacher reflection. This study contributes a genre-sensitive assessment tool for strengthening teacher professional development, feedback quality, and institutional capacity building in educational settings.
Co-Authors Abdulkadir Rahardjanto Andriyana Joko Widodo Lilis Ernawati Lilis Ernawati Ribut Wahyu Eriyanti Ribut Wahyuni Eriyanti Riyanti, Apriani Siti Agustin Siti Agustini ST. Marhana Rullu Yus Mocamad Cholily