Development of English Teaching Module for Electrical Engineering Study Program

The proper teaching materials determine successful teaching-learning. Teaching materials are required to adapt to the current situation of the institution, curriculum, and learners. The new curriculum adopted by the Electrical Engineering Study Program required the updated version since English courses had been replaced by the first and last semester of both the D3 and D4 programs. Developing the new teaching materials for the study program aimed to provide relevant issues and teaching strategies that could boost students' motivation in the classroom. Thus, the developed teaching materials were to propose the teaching and learning that fit the learner's needs. The research objective was to develop new teaching modules for the Electrical Engineering Study Program that were much more interactive, effective, and efficient for the learners to study English within the Electrical Engineering context. This research applied Research and Development (R&D) model adopted from Borg and Gall comprising six stages, namely: (1) needs analysis, (2) designing the product, (3) proposing the product, (4) evaluating the product, (5) testing and (6) disseminating the product. As a result, the new teaching module was redesigned to provide English teaching and learning effectively and efficiently that could be easily understood and helpful for the student to achieve the learning outcomes as expected.

Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules

Contemporary educational approaches which enculturate higher order thinking skills (HOTSs) through teaching and learning have become the latest trend in teaching. Knowledge clarity, understanding mastery, and teaching readiness are the catalysts for successfully implementing HOTS elements in teaching. However, even though HOTS learning is inextricably linked to metacognitive skills, teachers frequently underutilize metacognitive skills as an effective method of teaching HOTSs. Therefore, teachers face difficulties regarding their skills in integrating HOTSs into their teaching. Numerous studies on HOTS teaching and learning modules to guide teachers in applying these have been conducted; however, only a few researchers have conducted systematic literature reviews on the same subject. This article aims to produce a systematic literature review on the elements of a metacognition-based HOTSs teaching and learning module. The systematic literature review (SLR) writing process was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) framework. Using 2 databases, namely, Web of Sciences (WoS) and Scopus, 15 articles were extracted out of 252, from 2017 to 2021, with exclusion and inclusion criteria taken into consideration. Based on the study’s thematic analysis, 3 main themes were identified: (1) HOTS, (2) metacognitive, and (3) inquiry. This study suggests that these three elements should be included in the contribution element of metacognition-based HOTSs teaching modules in school. This study contributes knowledge and guidelines to the construction of metacognition-based HOTSs teaching modules in schools, teachers’ preparedness to plan, monitor, and evaluate students’ higher order thinking skills, and opportunities for students to learn through HOTSs learning elements, as suggested in metacognition-based HOTS teaching modules.

Pelatihan pembuatan modul ajar bagi guru SMA/SMK di Tebing Tinggi

Improving the quality of learning in schools is carried out by various strategies, one of which is developing teaching materials. The development of teaching materials in modules is currently a very urgent need. Because the application of the module can make learning activities more well-planned, independent, complete, and precise results so that educators can assist schools in realizing quality learning. However, in reality, many educators have difficulty making teaching modules that suit the needs of students. Due to educators' lack of knowledge and training to make teaching modules. Therefore, this PKM activity aims 1) to introduce and equip educators about teaching modules, 2) to assist educators in making teaching modules. The implementation method used in this activity is lecture, practice, and discussion. The activities were conducted online using the Zoom application and offline at SMA Negeri 2 Tebing Tinggi Empat Lawang. The steps in PKM activities are 1) preparation, 2) implementation, 3) reflection. Data was collected through a questionnaire. The implementation of PKM activities showed that the training activities ran smoothly, and the participants were enthusiastic about participating in the training. From the results of data analysis, it can be concluded that 72.8% of the participants stated that this training activity could increase their knowledge and understanding of the module, and 83.3% stated that this training activity could train the skills of educators in doing modules. This activity can contribute to educators producing practical modules to use in the learning process.

Traditional Singing Games in English for Teaching Modules Developed According to the Interests of Primary School Students

The report discusses traditional singing games in English and the benefits of their use in teaching English as a foreign language, especially in teaching modules developed according to the interests of primary school students. A review of scholarly articles has been made and some conclusions about using singing games in teaching and learning English as a foreign language has been presented.

Open Educational Resources in History: A State-of-the Field Essay

History practitioners are making steady progress adopting, adapting and creating open educational resources. However, most historians do not have a holistic view of the materials that exist in the open sphere due to poor discoverability and professional standards that still hamper their uptake. This state-of-the-field article discusses the challenges and opportunities of engaging with history OERs as divided into three categories: 1) textbooks and teaching modules, 2) informational websites and interactive experiences, and 3) digital tools for collaborative research. The flexibility and adaptability of these resources, afforded by their open licenses, are key points in their prospects for longevity and enduring benefit for the practice of history. The author concludes that, while more work remains to be done by administrators, librarians and pedagogy specialists around building awareness of open history, the digital revolution and changing attitudes towards collaborative scholarship lead to greater possibilities for this field.

Pelatihan Berkomunikasi Lisan Melalui Tata Bahasa Jepang bagi Pemandu Wisata Khusus di Kabupaten Bangli

Abstrak: Kegiatan pengabdian dilaksanakan dengan tujuan untuk meningkatkan kemampuan berbahasa Jepang bagi pemandu wisata di Kabupaten Bangli. Kurangnya kemampuan berkomunikasi lisan menggunakan bahasa Jepang, disebabkan karena pemandu wisata khusus belajar secara otodidak.. Hal ini sangat berdampak pada kualitas interaksi dengan wisatawan. Pentingnya dosen dan mahasiswa mengimplementasikan perannya berdasarkan pada Tri darma perguruan tinggi sehingga diadakan kegiatan pengabdian di Kabupateng Bangli dengan tujuan agar pemandu wisata khusus mampu berkomunikasi sesuai tata bahasa Jepang, sehingga dapat memberikan pelayanaan jasa yang sesuai dengan harapan wisatawan Jepang. Pada masa pandemi COVID-19, metode yang digunakan saat kegiatan pelatihan dilakukan secara dua arah sehingga terjalin komunikasi yang baik. Kegiatan pengabdian dilakukan secara daring menggunakan aplikasi Zoom. Meskipun tidak dilaksanakan tatap muka, namun pemandu wisatawan khusus sangat antusias mengikuti kegiatan pelatihan selama enam bulan yang dilaksanakan setiap hari minggu dengan dua sesi pembelajaran. Hal ini dibuktikan dengan kehadiran peserta dari berbagai kelompok sadar wisata di kabupaten Bangli dengan usia yang bervariasi tetap tekun mengikuti pelatihan sampai akhir. Hasil dari pelatihan ini memberikan suatu perubahan cara berkomunikasi pemandu wisata khusus dalam menggunakan tata bahasa Jepang dengan cepat dan tepat. Dampak yang telah dirasakan oleh pemandu wisata khusus adalah munculnya rasa percaya diri yang tinggi saat berkomunikasi karena telah memahami tata bahasa yang tepat sehingga maksud dapat tersampaikan dengan baik dan dapat mengimplementasikan etika berkomunikasi lisan menurut budaya masyarakat Jepang.Abstract: Grammar is a basic reference for foreign language learners to communicate orally properly and correctly. The lack of oral communication skills using a foreign language, namely Japanese, is caused by most of the tour guides learning Japanese on a self-taught basis, so that the understanding of the importance of applying grammar in communicating is minimal. This greatly impacts the quality of interaction with tourists. Due to the importance of lecturers and students implementing their roles based on the Tri dharma of higher education, community service activity were held in Bangli Regency with the aim that the special tour guides were able to communicate in accordance with Japanese grammar, so that they could provide services that were in line with the expectations of Japanese tourists. During the pandemic, service activities can be carried out online using the Zoom application. Although it is not carried out face-to-face, the special tourist guides are very enthusiastic about participating in the six-month training activities which are held every Sunday with two learning sessions. This is evidenced by the presence of participants from various tourism-aware groups in Bangli district in varying age ranges. They persisted in following the training until the end. Teaching modules that are arranged according to needs provide a change for tour guides in communicating using the right Japanese language. This condition is evidenced by the ability to answer questions and make sentences that are in accordance with grammar for the beginner level. By understanding proper grammar, messages can be conveyed properly and can implement oral communication ethics based on Japanese culture.

Edukasi Pembuatan Video Media Pembelajaran Paud Menggunakan Komputer Bagi Tenaga Pendidik PAUD Lilik Kecamatan Bukit Raya

In this activity, educators at the Lilik PAUD School which is located at Air Cold Village, Bukit Raya District, Pekanbaru City are taught about making learning media in the form of computer-enabled videos. So far, educators have used learning media manually by utilizing cardboard and pictures made independently by the teacher. During the Covid-19 pandemic, teachers had difficulties in making learning media that could be applied in online learning. This activity was initiated by the Association of Indonesian Early Childhood Educators and Education Personnel (HIMPAUDI) Bukit Raya District. The output of this activity is in the form of products made by training participants, scientific journals of activity results, news of activities published on online media and teaching modules that can be used by teachers.