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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Indonesian Journal on Learning and Advanced Education (IJOLAE) ELT in Focus Buletin KKN Pendidikan Journal of English Language Teaching and Literature (JELITA)
Suharyanto Suharyanto
Faculty Of Teacher Training And Education, Universitas Muhammadiyah Surakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Sistem Four Day Four Places sebagai Bentuk Pendalaman Materi Ajar Pendidikan Sekolah Dasar Jeni Nur Cahyati; Febri Setiani; Suharyanto Suharyanto; Husna Imro’atush Sholiha; Giyoto Giyoto
Buletin KKN Pendidikan Vol. 3, No. 2, Desember 2021
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/bkkndik.v3i2.15694

Abstract

Kelas 6 SD memerlukan perhatian khsusus dalam pendampingan kegiatan belajar karena akan melaksanakan Penilaian Akhir Ta-hun (PAT) sebagai bekal untuk melanjutkan sekolah ke jenjang selanjutnya. Tim KKN-Dik FKIP UMS melakukan pengabdian di SD Muhammadiyah Program Khusus Tumang pada 1 Februari sampai 6 Mareet 2021. Salah satu program yang diusung ialah pem-berdayaan kelompok belajar untuk kelas 6. Pemberdayaan ke-lompok belajar home visit dengan sistem four day four places. Tujuan kegiatan ini adalah sebagai bentuk pendalaman materi kelas 6, khususnya Tematik dan Matematika. Strategi kegiatan ini terdiri dari tiga tahap, yaitu identifikasi karakateristik siswa di setiap kelompok belajar, penerapan sistem four day four places dengan dua tempat dalam satu hari, dan pendampingan kelompok belajar siswa dengan metode interaktif. Hasil kelompok belajar dengan four day four places dinilai efektif untuk meningkatkan kemampuan siswa dalam memahami materi. Penggunaan metode number heads together untuk Tematik, membuat siswa aktif dan berani mengutarakan pendapat. Metode cerdas cermat untuk Ma-tematika, efektif untuk meningkatkan motivasi siswa dalam belajar berhitung, karena terdapat aspek kompetensi di dalamnya. Kegiatan kelompok belajar sistem four day four places dengan penggunaan metode interaktif penting untuk ditindaklanjuti ka-rena efektif untuk meningkatkan pengetahuan dan keterampilan siswa.
PELATIHAN DAN MODELLING IMPLEMENTASI SEKOLAH RAMAH ANAK BAGI GURU- GURU SEKOLAH MENENGAH ATAS Endang Fauziati; Suharyanto Suharyanto; Irwan Nurcholis; Amelia Santriane
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 5, No 1 (2021): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v5i1.6760

Abstract

ABSTRAKDalam dunia  pendidikan, school bullying merupakan salah satu masalah sosial yang cukup memprihatinkan karena terjadi hampir disemua tingkat kelas dan diseluruh dunia. Banyak faktor  internal maupun eksternal yang  berkontribusi pada school bullying. Pemahaman atas hak-hak anak serta implementasinya dalam Sekolah Ramah Anak merupakan salah satu solusinya. Pengabdian masyarakat ini bertujuan untuk memberikan pelatihan dan modelling tentang Sekolah Ramah Anak. Diharapkan para peserta memiliki landasan konseptual yang komprehensif tentang Sekolah Ramah Anak dan dapat mengimplementasikannya di sekolah masing-masing. Pelatihan dan modelling dilaksanakan melalui aplikasi Zoom, Schoology dan Whatsapp. Setelah pelaksanaan pelatihan, para peserta memiliki pemahaman dasar konseptual yang lebih komprehensif tentang Konvensi Hak-Hak Anak dan implementasinya dalam Sekolah Ramah Anak. Sehingga, mereka mampu berimaji membuat rancangan program implementasi Sekolah Ramah Anak di sekolah masing-masing. Kata kunci: hak-hak anak; sekolah ramah anak; student well-being. ABSTRACTIn the education world, school bullying represents a social problem that needs excellent attention because it occurs in almost all grade levels across the globe. Many internal and external factors contribute to school bullying. Understanding children's rights and their implementation in Child-Friendly Schools is one of the solutions for the problem. This community service aims to provide training and modelling on Child-Friendly Schools. It is hoped that the participants gain a comprehensive conceptual foundation on Child-Friendly Schools and implement it in their institutions. Training and modelling are carried out through the Zoom, Schoology and Whatsapp applications. The result of the activity indicated that the participants had a more comprehensive conceptual, basic understanding of the Convention on the Rights of the Child and its implementation in Child-Friendly Schools. In addition, they could design programs to implement Child-Friendly Schools in their institution. Keywords: children's rights; child-friendly schools; student well-being.
Improving Students’ Ability to Develop ESP Materials Using Project-Based Learning Approach Suharyanto; Ahmad Prasetyo; Luluk Lutfiyah
ELT in Focus Vol. 4 No. 2 (2021): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v4i2.6163

Abstract

English for Specific Purposes (ESP) course is taught to students of English Education Department, Universitas Muhammadiyah Surakarta. One of the aims of this course is to prepare the students to be able in designing specific course and materials for targeted students from various background and occupation. Since the pandemic, the teaching and learning process in UMS has been focused on being online both synchronous and asynchronous, including ESP course. Students are required to be able to study independently and look for learning resources beyond what has been conveyed by the lecturers. In delivering the material, teacher mostly used virtual meetings or through learning videos shared in Learning Management System. With the large number of students in the ESP class, the interaction between lecturers and students is very limited. To overcome this situation, researcher used Project Based Learning (PBL) in conducting the teaching and learning process. The project focused on designing the ESP materials for specific targeted students. The result showed that project-based learning approach is able to facilitate students to be able to improve their ability in designing the ESP materials during this pandemic situation.
Toward Continuous Innovation in Teaching: Reflective Practice on English Teaching of Indonesian and the Philippine Teachers Mauly Halwat Hikmat; Regina F. Santos; Suharyanto Suharyanto; Ainurvely Gehandiatie Maudy; Khamlan Phommavongsa
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 1, January 2023
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i1.19273

Abstract

The ability to reflect on a teacher is critical as part of his/her self-agency to become a professional teacher. This research aimed to compare Indonesian and Philippine teachers' reflection practice on English teaching. The research was focused on 1) the questions teachers of both countries ask as the reflection in their Teaching, 2) their perceptions about their reflection of their teaching practice, and 3) their follow-up on the reflection. The participants in this study were 16 English teachers in the Philippines and 30 teachers in Indonesia. Data were collected through questionnaires, interviews, and observations and analyzed through inductive analysis techniques. The study revealed a slight difference in the focus of the reflective questions asked by the Philippine and Indonesian teachers. Indonesian teachers focus more on the students’ learning, while Philippine teachers do self-reflection. However, both countries' teachers thought reflection was important for their professional development. The structured reflection practice will likely help teachers of both countries plan their professional development and innovation in teaching practice.
Teachers’ Strategies in ESP Learning Program in Indonesia: A Comparative Study Suharyanto Suharyanto
JELITA Vol 5 No 1 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : STKIP Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i1.639

Abstract

This research article examines various strategies utilized by English teachers in English for Specific Purposes (ESP) learning programs in Indonesia, focusing on the Social and Science study programs. The study used a qualitative research design to conduct in-depth interviews with 25 English teachers, which aim to investigate and compare the pedagogical approaches used to satisfy the unique linguistic and contextual requirements of these two academic disciplines. Through purposive sampling, English teachers from both Social and Science study programs participate in semi-structured interviews, providing rich insights into their instructional methods. The purpose of the qualitative analysis is to reveal trends, similarities, and differences in the strategies used, providing a detailed understanding of the complexities of ESP teaching methods. The findings reveal illumination on the specific strategies employed by English teachers in the Social and Science study programs, demonstrating how these strategies are shaped by curriculum complexity and the backgrounds of the learners. The comparative study highlights the significance of pedagogical techniques tailored to individual contexts and serves as a basis for making well-informed decisions in curriculum development and teacher training. This study has wider implications for improving English for Specific Purposes (ESP) learning programs in Indonesia and adds to the continuing discussion on effective language teaching. This study also provides helpful recommendations for educators, curriculum developers, and policymakers aiming to enhance language learning experiences in ESP environments.
Co-Authors Ahmad Prasetyo Ainurvely Gehandiatie Maudy Amelia Santriane Endang Fauziati Febri Setiani Giyoto Giyoto Husna Imro’atush Sholiha Irwan Nurcholis Jeni Nur Cahyati Khamlan Phommavongsa Luluk Lutfiyah Mauly Halwat Hikmat Regina F. Santos