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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English for Academic and Specific Purposes (JEASP) Optika : Jurnal Pendidikan Fisika ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Arisandi Setiawan
Universitas Islam Madura
Humanities Education Languange, Linguistic, Communication & Media Physics

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The Implementation of Clipping Media in English Learning : A Case Study on Student’s Vocabulary Mastery at Senior High School Fitriya Ningsih; Fitrah Yuliawati; Arisandi Setiawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10105

Abstract

This study aims to determine the implementation of clipping media in English learning to improve vocabulary mastery of class XA students at SMAN 4 Pamekasan. This study used a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. The results showed that the use of authentic text-based clipping media made a positive contribution to improving students' vocabulary mastery. Students were able to understand the meaning of words through sentence context and showed increased participation during the learning process. In addition, students gave a positive response to the use of clipping media because it made learning more interesting and meaningful. However, there were several obstacles such as differences in student abilities and time constraints. Overall, clipping media can be an effective alternative in improving students' vocabulary mastery.
CHATGPT IN HIGHER EDUCATION: A REVOLUTION IN WRITING OR A RISK TO ORIGINALITY? Sohibul Hairi; Arisandi Setiawan; Anandha Dewi P
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.19826

Abstract

The integration of artificial intelligence (AI), particularly ChatGPT, into higher education has sparked critical discussions about its role in supporting students’ academic writing, especially in enhancing logical reasoning—a fundamental component of scholarly discourse. This study aims to investigate the effectiveness of ChatGPT in fostering students’ ability to construct coherent and well-reasoned arguments in academic contexts. Using a mixed-methods approach, the research involved 25 undergraduate students from an English Education Program with prior experience using AI writing tools. Data were collected through surveys, semi-structured interviews, and comparative analysis of student writing with and without ChatGPT assistance. Quantitative analysis revealed a high adoption rate of ChatGPT for tasks such as argument structuring, idea generation, and proofreading. Qualitative findings highlighted that student perceived significant improvements in clarity, coherence, and logical flow when using AI tools. Thematic analysis identified key benefits, including real-time feedback, diversified perspectives, and enhanced writing fluency. However, students also expressed concerns about over-reliance, superficial reasoning, and diminished originality. Comparative analysis showed that AI-assisted essays demonstrated greater structural coherence but required manual refinement for complex reasoning. While ChatGPT provided consistent and immediate feedback, human instructors were valued for their depth, contextual insight, and critical engagement. Limitations included the AI’s lack of deep comprehension, occasional inaccuracies, and generic responses, especially regarding nuanced topics. Students adopted strategies such as cross-checking AI outputs, integrating peer reviews, and limiting AI use to early writing stages to maintain academic integrity. In conclusion, while ChatGPT serves as a valuable supplementary tool for enhancing logical reasoning in academic writing, its effectiveness depends on critical engagement and balanced integration with traditional pedagogical approaches. The findings underscore the need for informed policies and ethical frameworks to guide responsible AI use in higher education.
ChatGPT as a Writing Aid: Opportunities and Challenges in Developing Students’ Logical Reasoning Skills Arisandi Setiawan; Ummul Ma'rufah; Ika Meilinda
Journal of English for Academic and Specific Purposes (JEASP) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v9i1.38035

Abstract

The integration of artificial intelligence (AI) in education has transformed the academic landscape, offering new tools to enhance students’ writing and reasoning skills. This study investigates the effectiveness of ChatGPT in supporting logical reasoning in writing among university students. The research employs a descriptive qualitative approach, incorporating surveys and semi-structured interviews with 15 students from the English Education Program at Universitas Islam Madura. The study examines how ChatGPT influences argument structuring, idea generation, and clarity in writing, while also identifying potential challenges and limitations. The findings indicate that 93.3% of students perceive ChatGPT as beneficial, particularly in improving logical coherence and content organization. Students reported that ChatGPT helps develop structured arguments, refine transitions, and overcome writing difficulties. However, significant limitations were identified, including the lack of proper citations, occasional inaccuracies, and the risk of over-reliance on AI-generated content. The study highlights the importance of critical evaluation when using ChatGPT, emphasizing that AI should be a supplementary tool rather than a primary knowledge source. These results contribute to ongoing discussions on AI’s role in higher education, underscoring the need for AI literacy training and ethical AI integration in academic writing. The study suggests that future research should explore long-term impacts of AI-assisted learning, real-time citation integration, and AI’s role in fostering independent critical thinking, ensuring AI remains a constructive force in education. 
OPTIMALISASI PEMAHAMAN KONSEPTUAL FISIKA SISWA MELALUI IMPLEMENTASI MODEL DISCOVERY LEARNING TERINTEGRASI METODE EKSPERIMEN DAN DEMONSTRASI DI SMAN 3 PAMEKASAN Wardatuz Zahroh; Fajrus Shodiq; Muji shobirin; Nur Jannah; Arisandi Setiawan; Suprianto Suprianto
OPTIKA: Jurnal Pendidikan Fisika Vol. 10 No. 1 (2026): OPTIKA: Jurnal Pendidikan Fisika
Publisher : Department of Physics Education, Faculty of Teacher Training and Education, Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/optika.v10i1.7905

Abstract

Rendahnya pemahaman konseptual siswa pada materi impuls dan momentum masih menjadi permasalahan utama dalam pembelajaran fisika, yang salah satunya dipengaruhi oleh dominasi pendekatan berpusat pada guru sehingga keterlibatan aktif siswa dalam membangun pengetahuan belum optimal. Penelitian ini bertujuan untuk meningkatkan pemahaman konseptual siswa melalui penerapan model Discovery Learning yang dipadukan dengan metode eksperimen dan demonstrasi. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan pada siswa kelas XI A2 SMAN 3 Pamekasan semester genap tahun ajaran 2025/2026 dengan jumlah 36 siswa, melalui tiga siklus yang meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data dikumpulkan melalui tes pemahaman konseptual dan lembar observasi keterlaksanaan pembelajaran. Hasil penelitian menunjukkan adanya peningkatan ketuntasan belajar secara bertahap, yaitu dari 44% pada siklus I menjadi 67% pada siklus II dan mencapai 78% pada siklus III, disertai peningkatan keterlaksanaan pembelajaran dari 70% menjadi 86%. Temuan ini menunjukkan bahwa integrasi Discovery Learning dengan eksperimen dan demonstrasi efektif dalam meningkatkan pemahaman konseptual siswa serta memberikan kontribusi terhadap pengembangan strategi pembelajaran fisika yang lebih aktif, kontekstual, dan berorientasi pada konstruksi pengetahuan.
Co-Authors Anandha Dewi P Fajrus Shodiq Fitrah Yuliawati Fitriya Ningsih Ika Meilinda Muji shobirin Nur Jannah Sohibul Hairi Suprianto Suprianto Ummul Ma'rufah Wardatuz Zahroh