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THE USE OF HYBRID/BLENDED LEARNING IN UNDERSTANDING OF ENGLISH STRUCTURE SUBJECT TO IMPROVE STUDENTS' ACHIEVEMENT AND THEIR DIGITAL LITERACY Lungguh Halira Vonti; Mursidah Rahmah
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 3, No 2 (2019): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

This research is aimed to find out whether the aplication of blended learning has significant effect on the students' achievement of Understanding English Structure subject or not, and to know if the students' achievement after the application of blended learning is better than the prior knowledge of the subject.Â It was also to see if the application of blended learning give positive effect to the students' digital literacy.Â Â Hence, the researcher employs experimental research by giving hybrid-learning model as the treatment.Â It is expected that the students can achieved good score about English structure. The research involves the second semester students of English Language Education Study Program of FKIP Pakuan University. They were chosen through purposive sampling technique. Based on the result of data analysis by using ANOVA, the students' achievement in strcture class was improved. Based on the t-test results it is known that the average pre-test is 63.4 and after treatment in the form of learning using a hybrid / blended learning model, the average post-test value becomes 86 so that the increase is 22.6. So that it can be stated there is a significant increase in student learning outcome scores by using hybrid / blended learning models. The positive result was also gained from the digital literacy questionnaire.Â Most of the students' digital literacy was improved significantly at about 10 to 20%.Â Therefore, it can be stated that hybrid-learning model can improve students' achievement in grammar class and also can improve their digital literacy.

Improving Teachers' Ability to Integrate TPACK in Their Lessons through Hands-on Activities: A Lesson Study Based Research Istiqlaliah Nurul Hidayati; Mursidah Rahmah; Gusnadi Gusnadi
Journal of Learning Improvement and Lesson Study Vol 2 No 1 (2022): JLILS (June Edition)
Publisher : Pusat Pengembangan Pembelajaran

Pedagogy and Content Knowledge (TPACK) which is a unification between the use of technology, knowledge in the field of pedagogy and knowledge related to lesson content is currently being intensified by the government to be practiced in schools. Teachers are required to develop one more skill in their profession, namely the skill of using technology-based learning media that is in accordance with pedagogical principles and is also relevant to the lesson content. Due to the importance of integrating TPACK into learning, material on TPACK currently has its own portion in the Teacher Professional Education Program (PPG) curriculum. But what are the techniques for teaching TPACK so that teachers' skills in integrating TPACK into learning can improve? In this study, the researcher who is also the supervisor of learning practices in the PPG program directs students to prepare for learning practices using the Lesson Study. The TPACK teaching is carried out using the hands-on at the preparation stage (plan). After planning (plan), students who are selected to become model teachers will practice teaching as is done by all students, but the model teacher learning videos will be observed by other students and other students will provide input and observations during the reflection phase (see) . After three cycles of learning practice were carried out, students showed significant improvements both in learning tools and in learning practices.

Content Analysis of English Textbook for 11th Grade of Senior High School on HOTS Criteria Chintara Mentari Putri; Atti Herawati; Mursidah Rahmah
Pedagogia: Jurnal Ilmiah Pendidikan Vol 13, No 2 (2021): Pedagogia: Jurnal Ilmiah Pendidikan
Publisher : FKIP UNIVERSITAS PAKUAN

The newest curriculum or well known as national curriculum has four goals in education of Indonesia. One of them is Higher Order Thinking Skills which means the output of teaching and learning process is required to have higher level of thinking. Thus, the Ministry of Education provides textbook for all level of schools; one of them is for Senior High School. This research aimed to investigate if HOTS is accommodated in English textbook provided by the Ministry of Education; focuses on the content of the textbook, in terms of questions and instructions provided and in relation to HOTS criteria which covers C4 (analyze), C5 (evaluate), and C6 (create). This research applied a qualitative method and used documentation and interview as the instruments. There are four respondents consisting of three English teachers from different schools, and one evaluation expert. The finding shows that HOTS have already been accommodated in English textbook. There are 116 of 211 HOTS questions with frequency 55%, 74 of 252 HOTS instructions with frequency 30%, and factual knowledge as the most dominant knowledge dimension in questions which have 90 of 211 with frequency 43%, and conceptual knowledge as the most dominant knowledge dimension in instructions which have 81 of 252 with frequency 32%. All questions and instructions provided are more about recalling information, guidelines or studies of concepts, describing a factual information and explaining the answer.

Meningkatkan Kemampuan Mahasiswa dalam Mengidentifikasi Diphthong melalui Teknik Pengajaran Drim Berbasis Lesson Study Deddy Sofyan; Mursidah Rahmah; Istiqlaliah Nurul Hidayati; Abdul Rosyid
Pedagogia: Jurnal Ilmiah Pendidikan Vol 8, No 2 (2016): Pedagogia: Jurnal Ilmiah Pendidikan
Publisher : FKIP UNIVERSITAS PAKUAN

English Phonology is one of the subjects that is considered difficult to learn. Students assume that it is difficult since they have to memorize theories related to English pronunciation. To solve this problem, a team of lecturers agreed to apply a learning model called “DRIM” (dictating, reading, identifying, and modeling). The research was conducted within four cycles through Lesson Study program. The learning model consists of: 1) dictating, students listen to and write the sentences recited by the lecturer; 2) Reading, the students are given a text containing words with diphthongs. Those steps are done before the lecturer explains the material on diphthongs to diagnose students’ ability to recognize diphthongs; 3) Identifying, the students are asked to identify the given text and find words containing diphthongs After the students have understood the diphthongs and known how to pronounce them, the last step is 4) modeling. In modeling step, the students are asked to recite some words containing diphthongs and have other students repeat. By applying the model, the advantages that can be taken are as follows: a) giving more exercises and more various activities, b) improving listening skill, and c) growing students’ self- confidence to give examples to their other classmates.

Teacherâ€™s Strategy In Teaching Vocabulary To Deaf Or Hard-Of-Hearing Students Yanti Suryanti; Deddy Sofyan; Mursidah Rahmah; Upi Dahlia
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 7, No 1 (2023): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v7i1.6825

Deaf students are students who have little or no speech depending on the severity of the hearing loss, meanwhile hard of hearing students are students who may have speech impairments as a result of their inability to hear their own voices clearly. By applying the qualitative approach with the descriptive method, the study depicts the strategy used by the teacher in teaching vocabulary to seven students of the eleventh grade at SLB Dharma Wanita-Bogor, which was conducted from May 15 to December, 15th 2022. The data were collected through observation, documentation, and interview. The observations were done from August to September 2022, meanwhile, the interview was on 15th October 2022. The participants of the study were two targeted English teachers at SLB Dharma Wanita-Bogor who fulfilled the criteria that they have a background in teaching English, have been teaching English for more than 5 years, are qualified, and are experienced in teaching deaf students. From the observations, the documentation, and the interview, it is revealed that both teachers had carried out the steps written in their lesson plans completely, and the strategy used by both teachers are repetition, lip reading, gesture, body movement, through-the-air language comprehension, and the use of media. In lip reading and through the air communication, they pronounced each word carefully and slowly and asked each student to repeat what they said, used the media/pictures which are available in the class, and asked the students to look up the dictionary to find the words. If the students still find difficulties in saying the words, both of the teachers used sign language, through air conversation or body movement. They confess that the students so far can follow the lesson well, and their final grades are considered enough until good.

THE USE OF HYBRID/BLENDED LEARNING IN UNDERSTANDING OF ENGLISH STRUCTURE SUBJECT TO IMPROVE STUDENTS' ACHIEVEMENT AND THEIR DIGITAL LITERACY Lungguh Halira Vonti; Mursidah Rahmah
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 3, No 2 (2019): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v3i2.1467

This research is aimed to find out whether the aplication of blended learning has significant effect on the students' achievement of Understanding English Structure subject or not, and to know if the students' achievement after the application of blended learning is better than the prior knowledge of the subject. It was also to see if the application of blended learning give positive effect to the students' digital literacy. Hence, the researcher employs experimental research by giving hybrid-learning model as the treatment. It is expected that the students can achieved good score about English structure. The research involves the second semester students of English Language Education Study Program of FKIP Pakuan University. They were chosen through purposive sampling technique. Based on the result of data analysis by using ANOVA, the students' achievement in strcture class was improved. Based on the t-test results it is known that the average pre-test is 63.4 and after treatment in the form of learning using a hybrid / blended learning model, the average post-test value becomes 86 so that the increase is 22.6. So that it can be stated there is a significant increase in student learning outcome scores by using hybrid / blended learning models. The positive result was also gained from the digital literacy questionnaire. Most of the students' digital literacy was improved significantly at about 10 to 20%. Therefore, it can be stated that hybrid-learning model can improve students' achievement in grammar class and also can improve their digital literacy.

Upaya peningkatan hasil belajar dengan menerapkan model Project Based Learning melalui media Augmented Reality Ema Sujar Wati; Mursidah Rahmah; Siti Nurlaela
Nautical : Jurnal Ilmiah Multidisiplin Indonesia Vol. 2 No. 2 (2023): Nautical: Jurnal Ilmiah Multidisiplin Indonesia
Publisher : ARKA INSTITUTE

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

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajr siswa melalui penerapan model Project Based Learning melalui media Augmented Reality (AR) dalam materi energi dan perubahanya pada pembelajaran Bahasa Indonesia kelas III-A di SDN Polisi 1 Kota Bogor. Penelitian ini menggunakan metode penelitian tindakan kelas (PTK) menggunakan model Kurt Lewin dengan 4 tahapan yaitu; perencanaan; tindakan; observasi dan refleksi. Adapun subjek penelitian ini berupa siswa kelas III-A sebanyak 26 peserta didik yang terdiri atas 16 anak laki-laki dan 10 anak perempuan. Adapun teknik pengumpalan data menggunakan teknik tes dan non tes. Teknik tes berupa tes tertulis yang dilaksanakan pada akhir siklus pembelajaran. Pengumpulan nilai awal pada tahap pra siklus menggunakan data nilai ulangan harian pada tema sebelumnya. Sedangkan, teknik non tes berupa teknik observasi, wawancara, serta dokumentasi selama penelitian berlangsung. Berdasarkan hasil siklus I diperoleh nilai rata-rata kelas sebesar 76,5. Pada siklus II nilai rata-rata kelas menjadi 86,5 artinya terjadi peningkatan sebesar 10. Dengan demikian, upaya peningkatan hasil belajar dengan menerapkan model Project Based Learning dan media Augmented Reality (AR) pada materi energi dan perubahannya telah terbukti berhasil dan dapat digunakan sebagai referensi pada materi pembelajaran lainnnya.

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