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All Journal IJEE (Indonesian Journal of English Education) Celt: A Journal of Culture, English Language Teaching & Literature Journal of English Literacy Education Pangkaja: Jurnal Agama Hindu Borneo Educational Journal (Borju)
Limbong, Effendi
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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IMPLEMENTASI MEDIA PEMBELAJARAN VIDEO MODELING PADA PEMBELAJARAN HATHA YOGA DI SMAS YPVDP BONTANG Adnyani, Ni Made; Dwiyono, H. Yudo; Limbong, Effendi
PANGKAJA: JURNAL AGAMA HINDU Vol 22, No 2 (2019)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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

Abstract

Pembelajaran yoga asana (hatha yoga) merupakan salah satu topik dalam pembelajaran Pendidikan Agama Hindu dan Budi Pekerti. Merujuk pada Peraturan Menteri Pendidikan dan Kebudayaan Nomor 21/2016 tentang standar isi yang memuat tentang kompetensi inti yang mesti dicapai oleh peserta didik. Kompetensi inti meliputi kompetensi Inti sikap spiritual, sikap sosial, pengetahuan dan keterampilan. Yoga asana merupakan salah satu kompetensi dasar yang mesti dimiliki oleh setiap peserta didik kelas XI.Pembelajaran yoga asanas (Hatha Yoga) merupakan pembelajaran yang berbasis praktik atau Doing outcome. Target pembelajarannya berupa sikap (Attitude) dan keterampilan (Skill). Penilaian yang tepat dalam pembelajaran yang berbasis praktik adalah penilaian perilaku (manner) dan unjuk keterampilan (performance). Pada tipe pembelajaran seperti ini, media pembelajaran yang tepat adalah media pembelajaran seperti modeling, dan demonstrasi dengan langkah-langkah yang terperinci. Tulisan ini bertujuan mendeskripsikan (1) prosedur implementasi media pembelajaran Video Modeling (VM), dan (2) persepsi siswa terhadap media pembelajaran VM pada pembelajaran Hatha Yoga di SMA YPVDP Bontang. Penelitian ini dilaksanakan di SMA YPVDP Bontang, Kecamatan Bontang Selatan, Kota Bontang-Kalimantan Timur. Metode yang digunakan dalam penelitian adalah metode penelitian kombinasi model concurrent (campuran) dengan bobot metode kualitatif lebih tinggi daripada kuantitatif. Teknik pengumpulan data dilakukan dengan mewawancarai dan menyebarkan kuesioner kepada siswa, kepala sekolah, guru dan orang tua siswa. Kuesioner disusun dengan menggunakan skala Likert. Sedangkan data yang bersifat kualitatif dianalisa dengan menggunakan metode Triangulasi Data. Hasil penelitian menunjukkan prosedur implementasi media pembelajaran VM dilakukan dengan 3 tahap yaitu perencanaan, pelaksanaan dan evaluasi. Persepsi siswa terhadap media pembelajaran VM ditentukan berdasarkan pada tiga aspek, yaitu aspek tampilan, aspek pengoperasian dan aspek kemanfaatan. Secara keseluruhan, persepsi siswa menunjukkan bahwa siswa merasa senang karena tampilan VM sangat menarik, pengoperasian yang sangat mudah dan bermanfaat dalam membantu pembelajaran mandiri siswa. Hal ini diperkuat dengan data kuantitatif bahwa aspek tampilan VM memperoleh nilai sangat baik dengan rata-rata 70,84%, aspek pengoperasian VM memperoleh nilai sangat baik dengan rata-rata 83,34%, dan aspek kemanfaatan VM menunjukkan penilaian sangat baik sebesar 75%. Media pembelajaran VM ini sangat cocok diterapkan pada pembelajaran yang menekankan pada keterampilan olah fisik.
IMPLEMENTASI MEDIA PEMBELAJARAN VIDEO MODELING PADA PEMBELAJARAN HATHA YOGA DI SMAS YPVDP BONTANG Adnyani, Ni Made; Dwiyono, H. Yudo; Limbong, Effendi
PANGKAJA: JURNAL AGAMA HINDU Vol 22, No 2 (2019)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pkj.v22i2.1686

Abstract

Pembelajaran yoga asana (hatha yoga) merupakan salah satu topik dalam pembelajaran Pendidikan Agama Hindu dan Budi Pekerti. Merujuk pada Peraturan Menteri Pendidikan dan Kebudayaan Nomor 21/2016 tentang standar isi yang memuat tentang kompetensi inti yang mesti dicapai oleh peserta didik. Kompetensi inti meliputi kompetensi Inti sikap spiritual, sikap sosial, pengetahuan dan keterampilan. Yoga asana merupakan salah satu kompetensi dasar yang mesti dimiliki oleh setiap peserta didik kelas XI.Pembelajaran yoga asanas (Hatha Yoga) merupakan pembelajaran yang berbasis praktik atau Doing outcome. Target pembelajarannya berupa sikap (Attitude) dan keterampilan (Skill). Penilaian yang tepat dalam pembelajaran yang berbasis praktik adalah penilaian perilaku (manner) dan unjuk keterampilan (performance). Pada tipe pembelajaran seperti ini, media pembelajaran yang tepat adalah media pembelajaran seperti modeling, dan demonstrasi dengan langkah-langkah yang terperinci. Tulisan ini bertujuan mendeskripsikan (1) prosedur implementasi media pembelajaran Video Modeling (VM), dan (2) persepsi siswa terhadap media pembelajaran VM pada pembelajaran Hatha Yoga di SMA YPVDP Bontang. Penelitian ini dilaksanakan di SMA YPVDP Bontang, Kecamatan Bontang Selatan, Kota Bontang-Kalimantan Timur. Metode yang digunakan dalam penelitian adalah metode penelitian kombinasi model concurrent (campuran) dengan bobot metode kualitatif lebih tinggi daripada kuantitatif. Teknik pengumpulan data dilakukan dengan mewawancarai dan menyebarkan kuesioner kepada siswa, kepala sekolah, guru dan orang tua siswa. Kuesioner disusun dengan menggunakan skala Likert. Sedangkan data yang bersifat kualitatif dianalisa dengan menggunakan metode Triangulasi Data. Hasil penelitian menunjukkan prosedur implementasi media pembelajaran VM dilakukan dengan 3 tahap yaitu perencanaan, pelaksanaan dan evaluasi. Persepsi siswa terhadap media pembelajaran VM ditentukan berdasarkan pada tiga aspek, yaitu aspek tampilan, aspek pengoperasian dan aspek kemanfaatan. Secara keseluruhan, persepsi siswa menunjukkan bahwa siswa merasa senang karena tampilan VM sangat menarik, pengoperasian yang sangat mudah dan bermanfaat dalam membantu pembelajaran mandiri siswa. Hal ini diperkuat dengan data kuantitatif bahwa aspek tampilan VM memperoleh nilai sangat baik dengan rata-rata 70,84%, aspek pengoperasian VM memperoleh nilai sangat baik dengan rata-rata 83,34%, dan aspek kemanfaatan VM menunjukkan penilaian sangat baik sebesar 75%. Media pembelajaran VM ini sangat cocok diterapkan pada pembelajaran yang menekankan pada keterampilan olah fisik.
The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators‘ Effendi Limbong
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i2.5511

Abstract

ABSTRACT This research investigate pre-service EFL teachers’ voices toward teacher educators’ implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21st future teachers. ABSTRAK Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21. How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators’ Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511  
Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods Effendi Limbong
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 2: December 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (747.714 KB) | DOI: 10.24167/celt.v16i2.771

Abstract

The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knolwedge (PK) and implementing Technological Knowledge (TK) in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs) roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK) framework, this research implemented blended learning: traditional face to face (F2F) and Facebook closed-group discussion (FBcgD) based on Project-Based Learning (PBL). This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.
DIGITAL STORYTELLING OF “MICROSOFT PHOTO STORY 3 FOR WINDOWS” TO IMPROVE THE INVOLVEMENT OF STUDENTS IN THE PROCESS OF LEARNING ENGLISH IN THE CLASSROOM Effendi Limbong
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i2.2321

Abstract

Abstract: The use of technology effectively in the teaching and learning process is essential skills for teachers to help them make a complex subject simples for students while students themselves need more strategies and variation from teachers to help them to absorb every information more easily, particularly when learning the English language. The students are now living in the technology era, which means modern technological tools are around them constantly updated and very competitive. Thus, teachers as the main actors who have the responsibility to transfer knowledge to students must prepare themselves with technological skills. Without these skills, teachers‟ pedagogical knowledge and content knowledge for undertaking their daily activities in teaching will face serious problems in transferring any kinds of knowledge to students. In this paper, I would like to explain the Microsoft Photo Story 3 for Windows in my teaching context at the undergraduate level, particularly its benefits, and the obstacles and challenges in teaching English as a second language in Indonesia.Keywords: technology, Microsoft photo story, teaching and learning English
Aligning Pedagogical Beliefs and Technology Integration in English Language Teaching: A Multiple-Case Study of Islamic Senior High School EFL Teachers Linda Sari; Effendi Limbong; Yuni Utami Asih
Borneo Educational Journal (Borju) Vol. 5 No. 2 (2023): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v5i2.1356

Abstract

Understanding how teachers' pedagogical beliefs regarding language teaching and learning have been transferred into technology integration practices in English teaching would assist teachers in optimizing learning outcomes and facilitating teaching-learning. The purpose of this study is to explore how language teachers' pedagogical beliefs, which beliefs about language instruction and learning that have been translated into technology integration in English instructional practice. This study used a case study as the research design, this research also used other instruments, there were interview guidelines, documents checklist, and observation form/field notes. The data analysis of this study consisted of two phases: within-case analysis (phase 1) and cross-case analysis (phase 2). The results of this study showed rule-based practices with technology implemented by teachers. In this study typically entailed using technology to support grammar and practice in the classroom. Also, it showed the purposeful study and assessment or application of grammatical rules within appropriate contexts. Moreover, the integration of Islamic education with science and technology learning is expected to be meaningful and easily understandable. Therefore, the goal of Islamic education in leading students to recognize, understand, contemplate, believe, and have a noble character in implementing the teachings of Islam from the primary source, the holy book of Al-Quran and Al-Hadith, can be accomplished through teaching guidance, practicing, and the use of experience
Co-Authors Adnyani, Ni Made Asih, Yuni Utami Damayanti, Elok Dwiyono, H. Yudo Linda Sari