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All Journal VISION JURNAL PENDIDIKAN TAMBUSAI Jurnal Somasi (Sosial Humaniora Komunikasi) ALINEA: Jurnal Bahasa, Sastra, dan Pengajaran
Henny Mardiah
Universitas Muhammadiyah Sumatera Utara
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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AN ANALYSIS OF METACOGNITIVE LEARNING STRATEGIES IN E-LEARNING Henny Mardiah
Jurnal SOMASI (Sosial Humaniora Komunikasi) Vol. 3 No. 1 (2022): Juli 2022
Publisher : CERED Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53695/js.v3i1.673

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui strategi belajar metacognitive sebagai respon terhadap perkuliahan E-learning atau online learning selama masa pandemic covid-19. Penelitian ini dilaksanakan terhadap 36 mahasiswa semester 6 jurusan Tadris Bahasa Inggris, Universitas Islam Negeri Sumatera Utara (UIN SU). Penelitian ini menggunakan pendekatan kualitatif dengan metode kuesioner dan interview. Disebabkan masa dalam masa pandemic, maka kuesioner (terdiri dari sepuluh pertanyaan open-ended) dan interview dikirim melalui aplikasi belajar online (LMS). Hasil penelitian ini menunjukkan bahwa mahasiswa menggunakan sebagian besar strategi metakognitif dalam perkuliahan E-learning seperti strategi yang dikemukakan oleh O’ Malley and Chamot (1990), diantaranya, membahas materi perkuliahan, menyimak pada saat berlangsungnya perkuliahan, dan melakukan evaluasi dan refleksi diri setelah perkuliahan online berlangsung. Terdapat juga penyesuaian dalam strategi belajar mahasiswa dalam menyikapi perkuliahan online di masa pandemi. Awalnya, mahasiswa tidak terlalu terbiasa dengan metode perkuliahan E-Learning, namun seiring waktu, mereka menyesuaikan strategi belajar mereka dengan metode perkuliahan online dan akhirnya mereka mulai terbiasa dengan metode perkuliahan E-learning.
Integrating Digital Literacy Into English As A Foreign Language (EFL) Class: A Cooperative Learning Approach Henny Mardiah
ALINEA : Jurnal Bahasa, Sastra dan Pengajarannya Vol. 2 No. 2 (2022): ALINEA: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (780.387 KB) | DOI: 10.58218/alinea.v2i2.236

Abstract

In this ICT (Information, Communication and Technology) era in which internet service spreads widely over the world enables people to access abundant information more easily. Digital literacy skills are crucially needed to filter reliable and unreliable information. Digital literacy competencies are also essential to filter the massive spread of fake news or hoax and hate speech. In education, digital literacy competencies need to be taught and trained to students to gain information, analyse digital information content critically and to use information in many types of formats from a number of sources obtained through computers. Therefore, digital literacy skills can be integrated in learning. Cooperative learning is a learning approach that allow students take part in group learning activities to analyze, synthesize and reflect thoughtful evaluation of a digital content. This study aims to foster integration of digital literacy competencies into English as a Foreign Language (EFL) class through cooperative learning approach. The subjects of this study were 37 students of 6th semester of TBI-1 (English Education Department) class of the State Islamic University of North Sumatera. This study was conducted using qualitative method. Data collection techniques utilized secondary research and observation. The research findings show that students who are dominated by Generation Z are literate enough in performing digital literacy skills through cooperative learning approach.
STUDENTS’ PERCEPTIONS ON DEMOCRATIC CLASSROOM MANAGEMENT IN TERTIARY EDUCATION CONTEXT Henny Mardiah
VISION Vol 18, No 2 (2022)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v18i2.2254

Abstract

This study focused on university students’ perceptions on democratic classroom management. This research investigated the effectiveness of democratic classroom management. The population of this study were the fifth semester students of class C1 of Muhammadiyah University of North Sumatera majoring in Primary School Teacher Education (PGSD). They consisted of 35 students. This research was conducted with qualitative method. The writer used questionnaire as the instrument of interview. The research findings indicated some important things. To begin with, students responded positive about democratic classroom management practices that have been implemented in the classroom for about 9 meetings. It means, the teacher has successfully practiced the democratic classroom management in her class. Next, knowing democratic classroom management helps university students to be more courageous, active and responsible for their own learning. They can express their ideas and opinions without being afraid to be judged. Lastly, for teachers, the student survey provides information to evaluate their own teaching practices, to improve the democratic classroom management style. Developing a democratic classroom management requires significant and consistent effort  and in the joint work of teachers and active students through all stages of the teaching-learning process.
Students’ Perceptions on Peer Feedback In Improving Group Performances In Efl Classroom Context Henny Mardiah
Jurnal Pendidikan Tambusai Vol. 7 No. 2 (2023): Agustus 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Abstract

Penelitian ini bertujuan untuk menyelidiki persepsi siswa tentang umpan balik teman sebaya dalam meningkatkan kinerja kelompok dalam konteks kelas EFL (Bahasa Inggris sebagai Bahasa Asing). Penelitian ini dilakukan dengan metode campuran, baik kuantitatif maupun kualitatif. Subjek penelitian ini adalah mahasiswa semester V kelas C1 Universitas Muhammadiyah Sumatera Utara jurusan Pendidikan Guru Sekolah Dasar (PGSD) semester gasal tahun ajaran 2022-2023 yang berjumlah 35 mahasiswa. Desain kuantitatif diterapkan untuk menghitung persepsi siswa melalui kuesioner yang terdiri dari tiga variabel yaitu, 1) persepsi umum persepsi umpan balik rekan, (2) efek positif dari umpan balik rekan (3) kemauan untuk meningkatkan. Sedangkan metode kualitatif dilakukan melalui observasi dan analisis dokumen. Hasil penelitian menunjukkan; pertama, responden siswa bahwa peer feedback membantu mereka untuk belajar lebih baik dan mengembangkan kompetensinya, terutama dalam kelompok (100%). Kedua, umpan balik teman sebaya mendorong siswa untuk terlibat aktif dalam proses pembelajaran dan meningkatkan kemampuan pengaturan diri mereka (97,1%), dan untuk variabel ketiga, ada 35 siswa yang bersedia meningkatkan kinerjanya setelah menerima umpan balik dari teman sebayanya ( 100%). Kesimpulannya, ketika siswa diberi wewenang untuk mengevaluasi teman sebayanya melalui umpan balik teman sebaya, mereka cenderung lebih percaya diri, aktif dan bertanggung jawab atas penampilan kelompoknya. Temuan dari penelitian ini diharapkan dapat meningkatkan kualitas kegiatan belajar mengajar di Indonesia, khususnya dalam pembelajaran bahasa Inggris.
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