STKIP PGRI Bandar Lampung: Open Journal System
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Deiksis dalam Cerpen Sepuluh Kejadian Karya Ranang Aji SP
No full textThis study aims to describe the types of deixis in short stories. The types of deixis in this study include personal deixis, place deixis, and time deixis. This study uses a qualitative method with descriptive analysis. Based on the results of the study, it was found that in the short story Sepuluh Kejadian by Ranang AJI SP, deixis amounted to 16 data with first person deixis 8 data (aku, -ku, saya, kita), second person deixis 4 data (-mu, kamu), third person deixis 1 data (-nya). Then, place deixis 1 data (under the acacia tree) time deixis only amounted to 2 data (nanti). So in this short story, the most frequently found is personal deixis
Pelatihan Guru Sekolah Dasar dalam Mendesain Soal Cerita Matematika dengan Bahasa Indonesia yang Sesuai Tahapan Perkembangan Anak
No full textTeachers\u27 ability to design mathematical story problems that are appropriate to the level of cognitive and language development of children is an important factor in increasing the effectiveness of learning in elementary schools. Unfortunately, many teachers still face challenges in compiling story problems that are balanced between mathematical content and language structures that are easy for students to understand. This community service activity aims to improve the competence of elementary school teachers in designing mathematical story problems that are communicative, contextual, and appropriate to the stages of child development. The implementation method of this activity includes training, workshops, and direct assistance in compiling questions by teachers. The activity was carried out at partner elementary schools (SD) in the West Tanjung Karang area. The results of the activity showed an increase in teachers\u27 understanding of the principles of compiling story problems and an increase in teachers\u27 ability to compile questions that are more interesting, clear, and meaningful for students. This activity also contributed to improving the quality of mathematics and literacy learning at SD Negeri 1 Segalamider in an integrated manner
Pelatihan Pemanfaatan Kecerdasan Buatan (AI) Generatif dalam Perancangan Perangkat Pembelajaran yang Etis dan Efektif Bagi Guru Bahasa Indonesia
No full textThis community service activity is entitled “Training on the Utilization of Generative Artificial Intelligence (AI) in Designing Ethical and Effective Learning Tools for Indonesian Language Teachers.” The activity aims to: (1) enhance the literacy and competence of Indonesian language teachers in pedagogically utilizing generative AI, (2) support the design of effective, creative, and contextual learning tools, (3) foster ethical awareness in the use of AI within the learning process, and (4) strengthen teachers’ professionalism in addressing educational challenges in the digital era. The target participants of this activity were Indonesian language teachers in Pematang Sawa District, with a total of 20 participants. The training was conducted using lecture and practice methods. High participant enthusiasm was observed throughout the activity, as indicated by active engagement in discussions and practical sessions. The results showed an improvement in teachers’ understanding and skills in utilizing generative AI ethically and effectively, with an average evaluation score of 80
Konstruksi Model Mental Calon Guru Matematika dalam Memahami Konsep Integral
No full textPemahaman suatu konsep dapat diamati melalui model mental. Informasi penting tentang struktur pemahaman siswa yang mendasari dari mana pengetahuan diperoleh dapat diidentifikasi melalui model mental. Model mental dapat menunjukkan cara bagaimana seorang individu berpikir. Individu memahami konsep matematika dengan membangun dan menggunakan struktur mental tertentu (atau konstruksi) yang dianggap dalam Teori APOS sebagai tahapan dalam pembelajaran konsep Matematika. Melaui teori APOS konsep Matematika dapat dipelajari. Teori ini adalah kerangka kerja yang digunakan untuk menjelaskan bagaimana individu secara mental membangun pemahaman mereka tentang konsep Matematika. Tujuan dari penelitian ini adalah mendeskripsikan proses konstruksi model mental calon guru matematika dalam memahami konsep integral. Responden penelitian ini yaitu mahasiswa calon Guru Matematika di Universitas Lampung yang berjumlah 23 orang. Berdasarkan hasil tes uraian awal yang diberikan, peneliti memilih 4 orang yang selanjutnya dijadikan subjek penelitian. Tes yang digunakan dalam penelitian ini adalah tes pemahaman konsep untuk mengukur kemampuan pemahaman konsep berdasarkan indikator pemahaman konsep. Pada bagian indikator pemahaman konsep dalam penelitian ini, peneliti melakukan evaluasi proses konstruksinya model mental subjek berdasarkan teori konstruksi APOS. Berdasarkan hasil penelitian diperoleh bahwa konstruksi suatu model mental yang dimiliki calon guru matematika dalam memahami konsep integral ada yang lengkap dan ada yang tidak. Hal ini ditunjukkan berdasarkan bagaimana calon guru dalam menuliskan jawaban terkait konsep-konsep yang dapat digunakan untuk dalam menyelesaikan suatu masalah yang disajikan. Selain itu, Penelitian ini memberikan kontribusi penting dalam pengembangan kajian pedagogik matematika, khususnya dalam memahami proses berpikir calon guru matematika melalui pendekatan model mental dan teori APOS
Implementation of the Flipped Classroom Learning Model to Improve Students\u27 Language Skills at MI Miftahul Jannah
No full textThis study examined the effectiveness of the flipped classroom model in improving language proficiency among 20 fourth-grade elementary students at MI Miftahul Jannah, Kedung Supit. The flipped classroom approach allows students to independently review materials before class, maximizing in-class time for interactive and collaborative learning. Employing a qualitative research design with experimental pre-test/post-test components and descriptive methods, data were collected via observations and interviews. Analysis involved data reduction, presentation, and conclusion drawing. Language proficiency assessments and motivation questionnaires served as instruments. Results showed the flipped classroom significantly enhanced students\u27 language abilities, particularly in speaking and writing, and fostered greater enthusiasm and engagement. The model’s implementation involved three phases: pre-class material review using worksheets; in-class discussions and exercises guided by the teacher; and post-class formative assessments. A notable improvement in listening and speaking skills was observed. Previously, students struggled with main ideas, new vocabulary, and expressing opinions due to time and improper language use. After adopting the flipped classroom, 15 of 20 students demonstrated significant progress, outperforming traditional methods. Furthermore, motivation questionnaires indicated increased student drive. This research confirms the flipped classroom as an effective strategy for boosting elementary language proficiency and offers a valuable resource for innovative teaching practices
Challenges and Strategies in English Preparatory Program (EPP) Language Planning: An EPP Director’s Perspective
No full textThis study aims to explore the challenges experienced by an EPP director and the strategies that she applied in language planning during the EPP director’s first year of appointment in an international higher education institution in The Kingdom of Cambodia. In this qualitative research, case study was employed. Data were gathered via semi-structured interview conducted using Google Meet. The findings reveal that the EPP director encountered the three C’s of language planning challenges; namely, 1) cultural conflicts, 2) classroom challenges, 3) and coordination concerns. Amidst the challenges experienced by the EPP director during her first year of appointment, the she utilized the following strategies known as the three C’s of language strategies: 1) curriculum customization, 2) classroom engagement, and 3) communication. Despite ongoing challenges, the director\u27s strategic adjustments have driven program growth such as the improvement of learning materials, student engagement, and decision-making procedures by meeting evolving student needs through curriculum customization, engagement enhancement, and collaboration. The program\u27s flexibility and stakeholder focus have built resilience, enabling it to thrive despite limitations
Linguistic Landscape Analysis on Public Signs in Semarapura High Schools: Languages and Scripts Distribution
No full textThis research analyzed the distribution of languages and scripts on public signs of high schools in Semarapura, at SMA Negeri 2 Semarapura and SMK Negeri 1 Klungkung. Data were collected through observation, photographs, and interviews with principals, teachers, and students using a qualitative descriptive method. A total of 78 signs were collected. The findings showed that most signs were monolingual, with Bahasa Indonesia as the dominant language (71.79%). Bi-script signs using Indonesian with Balinese script, represent 10.26%, while English monolingual signs were relatively rare (2.56%). Bilingual signs were identified, with 7.69% in Indonesian-English and 11.54% in English-Indonesian. Unfortunately, there is no multilingual signs were found. The use of Bahasa Indonesia was the most common on the school signs, which followed national language rules like Law No. 24 of 2009 and Presidential Regulation No. 63 of 2019. The use of Balinese script showed that the schools also followed the local language rule, Bali Governor Regulation No. 80 of 2018. Based on the interviews, the choice of language and script was based on how well the message could be understood, students needed, and efforts to preserve local culture. English was used mainly for academic or international purposes
Analyzing Coherence and Cohesion in Eleventh Graders’ Descriptive Paragraphs at SMA N 1 Sawan
No full textThis study aimed to analyze how eleventh-grade students of SMA Negeri 1 Sawan in the 2024/2025 academic year construct coherent paragraphs and how they apply cohesive devices in their writing. This study employed a mixed-methods approach, which combines qualitative and quantitative descriptive techniques. Data collection was carried out through the documentation of 22 paragraphs written by students, but only 20 of these paragraphs met the analysis criteria. The main instruments in this study were the coherence assessment rubric and the cohesion frequency table. According to the findings of this study, 90% of the paragraphs were found to be coherent, with an average coherence score of 84.35%. However, 10% did not have adequate coherence. The most frequently used cohesive devices included references, substitutions, ellipsis, conjunctions, and lexical cohesion, with references and conjunctions being the most prevalent. These findings highlight the importance of targeted teaching strategies in enhancing students\u27 writing competence, particularly in developing logical flow and sentence connectivity within an academic context. Therefore, this study concludes that although most students can construct coherent and cohesive descriptive paragraphs, there is still a need for improvement in the application and variation of cohesive devices
Myths and Gender Relations in Short Stories When Mothers Come by Dwi Ratih Ramadhany
No full textThe short story "When Mother Comes" by Dwi Ratih Ramadhany presents the figure of a mother from three generations who has to grapple with dilemmas in her life, which then shows the gender relations between the characters. Dwi Ratih Ramadhany who is a female writer born in Sampang, Madura who raises many female themes in her work. The short story "When Mother Comes" is told through a simple plot through the arrival of a mother to her child\u27s house, when her child gives birth. This study concludes that there are a number of myths that the Mother character brings as the old generation, to the I, as the new generation. These myths include the myth of \u27fighting the mother makes the child go to hell\u27, the myth of \u27the baby\u27s urine is put in a jug\u27, the myth \u27the breast is infested with jinn and demons so that the child does not want to breastfeed\u27. Meanwhile, the gender relations that emerge in this short story are divided into two, the first is that perpetuates gender stereotypes, namely, associating domestic tasks with female characters, demonizing female characters as grumpy monsters, positioning male characters as more rational parties in the midst of the absence of these characters in family debates, while the second is breaking gender stereotypes seen in the “I” character who has agency and critical power to question the gender stereotypes imposed on her
Flipped Active Learning with Padlet: Developing Engagement and Metacognitive Skills
No full textThis study examines the impact of integrating Padlet, a web-based collaborative tool, into flipped learning environments to enhance active engagement and metacognitive development among students. A mixed-methods design was employed, combining pre- and post-course surveys, focus group discussions, and classroom observations. Participants included 50 undergraduate students enrolled in an Educational Science course, where Padlet was used for in-class activities in a flipped classroom setting. Quantitative data were collected using adapted scales (NSSE for engagement, SRQ for motivation, MAI for metacognitive skills) and academic performance metrics. Qualitative data were gathered through semi-structured focus groups and structured classroom observations. Descriptive statistics, paired t-tests, and thematic analysis were used for data analysis. Results indicated significant improvements in engagement (mean increase from 3.6 to 4.1, p = 0.02), motivation (3.8 to 4.3, p = 0.01), and metacognitive skills (3.4 to 3.9, p = 0.04). Qualitative findings highlighted enhanced collaboration, self-regulation, and critical thinking. The study concludes that Padlet-enhanced flipped classrooms effectively support active learning and metacognition, recommending its integration for student-centered instructional design