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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Ethical Lingua: Journal of Language Teaching and Literature Jurnal Studi Guru dan Pembelajaran Abdimas Toddopuli: Jurnal Pengabdian Pada Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Madaniya Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Abdimas Langkanae DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra
Rahmawati, Upa
Unversitas Cokroaminoto Palopo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Other

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Journal : IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

 1 
PEER ASSESSMENT PADA PROSES PEMBELAJARAN MATA KULIAH ASSESSMENT AND EVALUATION MELALUI LESSON STUDY Rahmawati, Upa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 4, No 1 (2016): IDEAS : Journal on English Language Teaching and Learning, Linguistic and Liter
Publisher : Institut Agama Islam Negeri Palopo

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

Abstract

Dasar permasalahan pengkajian dalam penelitian ini adalah penggunaan peer assessment sebagai penilaian pada proses pembelajaran. Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana pelaksanaan peer assessment sebagai penilaian proses pembelajaran yang dilakukan pada mata kuliah Assessment and Evaluation melalui lesson study dan apakah penggunaan peer assessment sebagai penilaian proses pembelajaran dapat meningkatkan keaktifan siswa dalam pembelajaran. Metode penelitian yang digunakan adalah metode deskriptif. Data tentang bagaimana penggunaan peer assessment dan apakah peer assessment dapat meningkatkan keaktifan mahasiwa dalam pembelajaran diperoleh melalui lembar observasi observer, video rekaman proses pembelajaran dan pengamatan oleh dosen model (peneliti). Berdasarkan hasil pengkajian dapat disimpulkan bahwa peer assessment sebagai penilaian proses belajar sebagian sudah dapat dilaksanakan sesuai dengan tahapan prosedur peer assessment yaitu dengan menggunakan rubric dan format penilaian namun masih ada beberapa tahapan yang belum sesuai yaitu rubric yang digunakan tidak disusun bersama dengan mahasiswa dan belum ada tahapan feedback oleh mahasiswa dan penggunaan peer assessment juga dapat meningkatkan keaktifan mahasiswa dalam belajar.
Incorporating Internet-Based Application in Teaching and Assessing English for Agriculture Students Rahmawati Upa; Sri Damayanti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v9i2.2393

Abstract

Nowadays, teaching using Internet-Based Application becomes an engagement for English as a foreign language (EFL) teacher. Therefore in this research, the researchers are trying to incorporate two internet-based applications (Padlet and Wordwall) to teach English for Agriculture students to identify how these Internet-Based Applications are incorporated and how the students’ responses to the implementation of these. The sample of the research is 20 Agriculture study program students from the fifth semester. The instrument used to gather the data are observation and questionnaires. The questionnaires divided into two, the first is one dealing with the use of Padlet which consisted of 14 statements which divided into three indicators, they’re 1) the ease of use Padlet, 2) students’ understanding material on using Padlet, and 3) Padlet display. The second one is dealing with the use of Wordwall which consist of 6 statements. The result of this research reveals that Padlet was used by the lecturer in the teaching process. It was started by designing some teaching materials and sent it to the Padlet room and gave instruction to the students on what to do dealing with the teaching material. Brainstorming in the beginning and reflection at the end of each meeting were also implemented. Meanwhile Wordwall was used to assess students vocabulary by sending it’s link to Padlet room so the students could access it. Referring to the students’ response, they have very positive response on the use of Padlet as a learning media and Wordwall as formative assessment tool. In one case, it is evidently that students have different response on the use of Padlet with the reality happened during the teaching and learning process.
PEER ASSESSMENT PADA PROSES PEMBELAJARAN MATA KULIAH ASSESSMENT AND EVALUATION MELALUI LESSON STUDY Upa Rahmawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 4, No 1 (2016): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v4i1.174

Abstract

Dasar permasalahan pengkajian dalam penelitian ini adalah penggunaan peer assessment sebagai penilaian pada proses pembelajaran. Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana pelaksanaan peer assessment sebagai penilaian proses pembelajaran yang dilakukan pada mata kuliah Assessment and Evaluation melalui lesson study dan apakah penggunaan peer assessment sebagai penilaian proses pembelajaran dapat meningkatkan keaktifan siswa dalam pembelajaran. Metode penelitian yang digunakan adalah metode deskriptif. Data tentang bagaimana penggunaan peer assessment dan apakah peer assessment dapat meningkatkan keaktifan mahasiwa dalam pembelajaran diperoleh melalui lembar observasi observer, video rekaman proses pembelajaran dan pengamatan oleh dosen model (peneliti). Berdasarkan hasil pengkajian dapat disimpulkan bahwa peer assessment sebagai penilaian proses belajar sebagian sudah dapat dilaksanakan sesuai dengan tahapan prosedur peer assessment yaitu dengan menggunakan rubric dan format penilaian namun masih ada beberapa tahapan yang belum sesuai yaitu rubric yang digunakan tidak disusun bersama dengan mahasiswa dan belum ada tahapan feedback oleh mahasiswa dan penggunaan peer assessment juga dapat meningkatkan keaktifan mahasiswa dalam belajar.
Students' Understanding of Plagiarism in Academic Writing: Indonesian Context Nuur Insan Tangkelangi; Suardi Suardi; Rahmawati Upa'
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v9i2.2293

Abstract

Extensive studies identify plagiarism as a grave problem in Indonesian university students’ academic writing (Adiningrum, 2015; Sulaiman, 2015; Zalnur, 2012).Plagiarism is the most severe problem found in students’ theses in the context investigated in this study (Tangkelangi & Widyasari, 2015).However, no study explicitly examines the extent that students understand plagiarism, including both its concept and its practices in the focused context. Therefore, this study aims to fill this gap by investigating students’ understanding of plagiarism. Considering the results of previous studies related to the potential factors involved in students’ understanding of plagiarism, this study also aims to determine whether gender and academic achievement are considerable factors in students’ plagiarism understanding in the focused context. To investigate these issues, survey research using an adapted questionnaire was conducted to gather data from seventy participants out of a total population of eighty-five students, who voluntarily participated in this study. The participants were third-year students majoring in English Education who will take a unit discussing plagiarism issues in the next semester. The data gathered from the participants was analysed using the Rasch model to determine the students’ understanding of plagiarism. Then, a t-test of two independent samples was used to examine whether the students’ understanding differed between gender and a Pearson’s rtest was used to examine whether academic achievement correlated with their plagiarism understanding. The results of the analyses revealed that the students had a basic understanding of plagiarism and their understanding did not differ between gender or with academic achievement. These findings imply that several plagiarism principles need to be explored more, including unattributed paraphrasing, self-plagiarism and citations and referencing. It is also implied that special treatment for a particular gender or a certain academic achiever is not necessary.
Co-Authors Alif Darmawansyah Dedan Marthen Edi Wahyono Fibri Indira Lisanty Hafirah Patang Heryanto Mangalik Irmayani Irmayani Muhammad Resqi Ridho Nur Insan Tangkelangi Nuur Insan Tangkelangi Paldy, Paldy Parjas, Hermini Reski Pilu Reski Yusrini Islamiah Yunus Reski Yusrini Islamiyah Yunus Sri Damayanti Sri Damayanti Sri Rahayu Suardi Suardi Suardi Suardi Sudirman, Andi Mangnguntungi Tenri Ola Tsamratul’aeni Tsamratul’aeni Tsamratul’aeni