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All Journal Jurnal Ilmu Pendidikan Journal of English Language, Literature, and Teaching (J-ELLiT) Letters in Information Technology Education (LITE)
Ramadhani, Farah
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Development of Accounting E-module Based on Contextual Learning to Increase Student Interest in Learning Kusumadyahdewi, Kusumadyahdewi; Lestari, Yona Octiani; Ramadhani, Farah
Jurnal Ilmu Pendidikan Vol 30, No 1 (2024): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i1p1-7

Abstract

This research aims to develop an accounting e-module for contextual-based learning to increase students' interest in accounting. This contextual learning connects accounting with the application of financial literacy, particularly in financial planning. The development research method utilizes the ADDIE development procedure model. Validation by media, material, and language experts, as well as feasibility trials, targets students from the class of 2022/2023 of the Social Sciences Education Study Program (Program Studi Pendidikan Ilmu Sosial - PIPS) at UIN Maulana Malik Ibrahim. Interest was measured using a questionnaire administered to both the experimental and control classes. The research results indicate that the interest of the experimental class was higher than that of the control class, demonstrating the effectiveness of using contextual-based e-modules in learning.
Interactive E-Modules with Discovery Learning: Increase Informatics Motivation for Vocational Students Safrida, Neno Fani; Ramadhani, Farah; Agusty, Alifia Ilwi
Letters in Information Technology Education (LITE) Vol 6, No 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um010v6i22023p%p

Abstract

This research aims to develop and determine the feasibility of flipbook-based interactive e-modules in informatics subjects and determine student motivation after using the product. The development model applied is Hannafin and Peck with three stages, including (1) needs analysis, (2) design, and (3) development and implementation. Experts in learning media and material validated the product. Data was collected using a validation questionnaire sheet and distributing questionnaires with product feasibility instruments and learning motivation. The media expert validation assessment results get a 91 percent or very feasible percentage, while the material expert's percentage is 98.4 percent or very feasible. The small group testing was 93.44 percent or very feasible, and the extensive group testing was 88.58 percent or very feasible. Student learning motivation after using the product obtained a percentage of 87.21 percent, or very high. Thus, the interactive e-module product is considered capable of increasing student learning motivation and is very feasible to be used in the learning process at school.
ATTENDANCE QUESTIONS TO ENHANCE LEARNER ENGAGEMENT IN ONLINE CLASSES Ramadhani, Farah
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 7, No 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v7i12023p%p

Abstract

The present study was action research to overcome the disengagement among EFL student teachers by using attendance questions. The participants included 37 student teachers who attended the ELT Methods course in Google Classroom. In the second half of the semester, they responded to attendance questions at the beginning of each session to increase their motivation and improve their engagement in learning. To collect the data, the teacher educator kept reflective journals and conducted participatory observation. The student teachers completed a questionnaire on learner engagement, followed by semi-structured interviews. The results indicated the intervention effectively revived the student teachers’ engagement. The improvement occurred in the behavioral, affective, and cognitive areas, but the affective engagement was the most favorably affected. The reasons for the improved engagement from the student teachers’ perspectives provided compelling insight into the connection between the attendance questions, motivation, and learner engagement. Based on these findings, the implication for the EFL teacher training was presented.
Co-Authors Agusty, Alifia Ilwi Kusumadyahdewi, Kusumadyahdewi Safrida, Neno Fani Yona Octiani Lestari