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All Journal Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP)
Mohammad Iskandar Dzulkurnain
Universitas PGRI Yogyakarta
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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HUBUNGAN ANTARA PENGGUNAAN PENDEKATAN ANDRAGOGI TRAINER DENGAN MOTIVASI BELAJAR PESERTA PELATIHAN PUBLIC SPEAKING DI UNIVERSITAS Sandra Ivonnie Telussa; Trisna Rukhmana; Mohammad Iskandar Dzulkurnain; Rian Novita; Djuniawan Karna Djaja; Olivia Tahalele
Jurnal Review Pendidikan dan Pengajaran (JRPP) Vol. 6 No. 3 (2023): Volume 6 No. 3 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v6i3.19313

Abstract

Penelitian ini bertujuan untuk menginvestigasi hubungan antara penggunaan pendekatan andragogi trainer dengan motivasi belajar peserta pelatihan public speaking di lingkungan universitas. Pendekatan andragogi trainer mengacu pada strategi pembelajaran yang berfokus pada karakteristik dan kebutuhan peserta dewasa, sementara motivasi belajar menjadi faktor penting dalam menentukan keberhasilan pembelajaran. Metode penelitian ini menggunakan pendekatan kuantitatif dengan teknik pengumpulan data berupa kuesioner yang disebarkan kepada peserta pelatihan public speaking di beberapa universitas. Kuesioner ini mengukur pengalaman penggunaan pendekatan andragogi trainer oleh instruktur pelatihan serta tingkat motivasi belajar peserta. Data yang terkumpul dianalisis menggunakan teknik statistik seperti korelasi dan regresi untuk menentukan apakah terdapat hubungan signifikan antara pendekatan andragogi trainer dan motivasi belajar peserta. Hasil penelitian ini diharapkan dapat memberikan wawasan tentang sejauh mana penggunaan pendekatan andragogi trainer dapat memengaruhi motivasi belajar peserta pelatihan public speaking di lingkungan universitas. Implikasi dari hasil ini dapat berkontribusi pada pengembangan strategi pembelajaran yang lebih efektif untuk peserta dewasa, khususnya dalam konteks pelatihan berbicara di depan umum. Penelitian ini juga dapat menjadi dasar untuk penelitian lebih lanjut dalam menggali faktor-faktor lain yang memengaruhi motivasi belajar peserta dewasa dalam konteks pendidikan tinggiTop of Form.
Understanding the benefits and challenges of Content and Language Integrated Learning (CLIL) in English education: a literature synthesis Mohammad Iskandar Dzulkurnain; Sugeng Irianto; Rasmita Rasmita; Lulu Jola Uktolseja; Wira Jaya Hartono; Tagor Manurung
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.5876

Abstract

Content and Language Integrated Learning (CLIL) is a dynamic educational approach that holds the potential to enhance language proficiency, content knowledge acquisition, and academic achievement among students. By integrating language learning with subject content, CLIL provides students with immersive and meaningful learning experiences that facilitate communicative competence, critical thinking skills, and intercultural awareness. Discussions surrounding CLIL implementation have emphasized its potential to transform language education and promote multilingualism in diverse educational contexts. Key findings from research on CLIL suggest that participation in CLIL programs can lead to improvements in students' language proficiency across various linguistic skills, including listening, speaking, reading, and writing. Additionally, CLIL facilitates deeper comprehension and retention of subject matter by providing authentic contexts for learning and promoting interdisciplinary connections. Students participating in CLIL programs demonstrate comparable or even superior levels of content knowledge acquisition compared to those in traditional subject-based instruction, highlighting the effectiveness of CLIL in promoting academic success and critical thinking skills. However, the success of CLIL implementation hinges on various factors, including teacher preparation, institutional support, and resource allocation. Educators play a central role in the success of CLIL programs, requiring specialized training and ongoing professional development to effectively integrate language and content instruction. Institutional support is essential for creating conducive environments for CLIL implementation, while adequate resources are critical for optimizing learning experiences and addressing the diverse needs of learners.
Co-Authors Djuniawan Karna Djaja Lulu Jola Uktolseja Manurung, Tagor Olivia Tahalele Rasmita Rasmita Rian Novita Sandra Ivonnie Telussa Sugeng Irianto Trisna Rukhmana Wira Jaya Hartono