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All Journal IALLTEACH (Issues In Applied Linguistics & Language Teaching) Jurnal of Information Technology and Society (JITS) Jurnal Pengabdian Kepada Masyarakat Al-Amin Contemporary Education and Community Engagement
Rahma Aini
Universitas Muhammadiyah Bangka Belitung
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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An Analyzing Teacher’s Interactional Strategies in Classroom Discourse: A Study at MAS Hidayatul Quran Puding Besar Hairul Hairul; Rahma Aini
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 8 No. 1 (2026): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v8i1.12304

Abstract

Interaction plays an important role in supporting language learning, especially in developing students’ classroom interaction. This study aimed to analyze the teacher’s interactional strategies in classroom discourse at MAS Hidayatul Quran Puding Besar. The participants were one of English teacher and 26 students of Grade XII IPA (Science). The data were collected through classroom observation during 2x45 minutes for 2 meetings and analyzed by using Walsh’s (2006) SETT Framework. The study used a qualitative approach to interpret the classroom discourse and a quantitative approach to describe the frequency of strategies.  The result showed that the teacher performed interaction strategies Display Question, Teacher Echo, and Extended-teacher Turn as the most frequently used. Extended-learner Turn, Confirmation Checks, Content Feedback, and Seeking Clarification were interaction strategies occasionally used. These findings imply that the teacher needs to use more interactional strategies to promote longer response and meaningful classroom talk.
Pelatihan Pemanfaatan Kecerdasan Buatan (AI) untuk Pengembangan Media Pembelajaran bagi Guru Sekolah Dasar Abdulah; Ulyma Tahara Arisandi; Azka 'Afifah; Hairul; Rahma Aini; Ravinda Aris Munandar
Jurnal Pengabdian Kepada Masyarakat Al-Amin Vol. 4 No. 1 (2026): January
Publisher : STAI Al-Amin Gersik Kediri Lombok Barat-NTB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/jpa.v4i1.580

Abstract

The use of artificial intelligence (AI) in education has significant potential to improve the quality of learning, particularly in the development of creative and innovative instructional media. However, many elementary school teachers still face limitations in knowledge and skills related to the pedagogical use of AI. Therefore, this community service activity aimed to enhance the competence of teachers at SD Negeri 18 Pangkalpinang in developing AI-based learning media that align with the characteristics of elementary school students. The activity was conducted on December 9, 2025, involving all teachers through training sessions, hands-on practice, mentoring, and reflection. The success of the program was measured through observations, interviews, and assessment of the learning media products developed by the teachers. The results indicate an improvement in teachers’ understanding and skills in selecting and utilizing AI applications, as well as increased creativity in producing more varied and relevant learning media aligned with instructional objectives. In addition, teachers demonstrated a more positive attitude and greater openness toward the use of technology in learning. This activity highlights the importance of practical and contextual AI utilization training in supporting learning transformation in elementary schools and contributing to sustainable improvement in educational quality.
Mapping Intellectual of Student Well-Being, Literacy, and Numeracy in Primary Education in the 21st Century Yeyen Febrilia; Azka ‘Afifah; Irpan Zuhri; Rahma Aini; Sindy Sataroh; Ulyma Tahara Arisandi
Contemporary Education and Community Engagement (CECE) Vol. 3 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/cece.v3i2.2268

Abstract

The increasing complexity of educational systems has intensified interest in understanding the relationships among student well-being, literacy, and numeracy in primary education. While literacy and numeracy are recognized as essential competencies for lifelong learning, growing evidence indicates that students’ psychological, emotional, and social well-being plays a critical role in shaping academic achievement and learning outcomes. Despite the expanding literature, a comprehensive overview of the intellectual structure and thematic evolution of this research area remains limited. Address this gap, this study conducted a bibliometric analysis of global research on student well-being, literacy, and numeracy in primary education using 144 Scopus-indexed publications published between 2011 and 2026. Data were analyzed using the Bibliometrix R Package and Biblioshiny, combining performance analysis and science mapping techniques, including publication trends, citation patterns, author productivity, source impact, institutional contributions, international collaboration, keyword co-occurrence, thematic evolution, co-citation networks, and bibliographic coupling. The results reveal a rapidly growing field with an annual growth rate of 21.25%. Australia emerged as the leading contributor, while Positive Psychology, Self-Determination Theory, Social-Emotional Learning, and school mental health formed the principal intellectual foundations. Thematic development demonstrates a transition from general well-being studies toward integrated investigations connecting psychological well-being with literacy achievement, numeracy development, educational resilience, and digital learning environments. Emerging research directions include digital well-being, learning analytics, and artificial intelligence in education. Based on these findings, the study proposes a Well-Being-Literacy-Numeracy Ecosystem Framework, positioning student well-being as a fundamental mechanism supporting literacy and numeracy development and promoting holistic educational success in primary education.
Interactive Quizzes and Games: Enhancing Speaking Skills in English Language Learning Hairul Hairul; Rahma Aini; Yeyen Febrilia
Jurnal Teknologi Informasi dan Masyarakat Vol 3 No 2 (2025): Journal of Information Technology and Society (JITS)
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/jits.v3i2.1435

Abstract

Developing EFL speaking remains challenging in many classroom contexts. This study examined the effect of interactive quizzes and games on eleventh-grade students’ speaking skills in an Indonesian Islamic boarding school. Using a pretest–posttest control group design, 30 students in two intact classes (n = 15 each) received four weeks (16 sessions) of either interactive quiz/game activities or traditional speaking instruction. Speaking performance (pronunciation, vocabulary, grammar, fluency, and accuracy) was assessed using equivalent pre- and post-speaking tests. Shapiro–Wilk tests confirmed normality of difference scores (p > .05). Both groups improved, but gains were larger in the experimental group (pre: M = 36.00, SD = 17.55; post: M = 86.33, SD = 11.10) than in the control group (pre: M = 36.67, SD = 14.96; post: M = 46.67, SD = 24.18). Groups were equivalent at baseline, t(28) = 0.112, p = .912. Posttest scores differed significantly, t(28) = −5.775, p < .001, d = 2.109, indicating a very large practical effect. These findings suggest that interactive quizzes and games can substantially enhance EFL speaking performance compared with conventional instruction.
Co-Authors Abdulah, Abdulah Azka 'Afifah Azka ‘Afifah Hairul Hairul Hairul Irpan Zuhri Ravinda Aris Munandar Sindy Sataroh Ulyma Tahara Arisandi Yeyen Febrilia