Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal International Journal of Research in Community Services International Journal of Ethno-Sciences and Education Research
Yeni Latipah
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Religion Humanities Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Transportation Other

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Enhancing Self-Competence: Developing Inclusive Outdoor Learning Media for Children with Special Needs at Sekolah Alam Catur Cendikia Yeni Latipah; Fajrin Mubarokah Parhani; Fitri Hidayah Sundawati; Dede Sujana; Fadhilah Dian Utami
International Journal of Research in Community Services Vol. 7 No. 1 (2026): International Journal of Research in Community Service (IJRCS)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijrcs.v7i1.1140

Abstract

Outdoor learning has potentials to support children’s motor, social, and self-confidence development, including children with special needs. However, its implementation in inclusive schools remains limited due to the lack of safe and adaptive learning media. This community engagement initiative aimed to develop inclusive outdoor learning media in the form of a mini wall climbing facility at Sekolah Alam Catur Cendikia, Bandung Regency. It also sought to enhance teachers’ capacity to utilize the media effectively in learning activities. The implementation was carried out through four stages including preparation, media construction, socialization and trial use, and evaluation, through a participatory approach involving lecturers, community service (KKN) students, teachers, and school stakeholders. Program evaluation was conducted using user satisfaction surveys, media feasibility assessment forms, observations, and interviews. The results indicated that the developed media was perceived as attractive, inclusive, and beneficial in promoting student engagement, more meaningful learning experiences, and social interaction. Although limitations were identified in terms of additional safety equipment, this program still provides a practical reference for inclusive schools in developing outdoor learning media to optimize learning environments and support the contextual implementation of activity-based outdoor learning.
Integrating AI-Assisted Speaking Platforms to Enhance English Speaking Skills among Polytechnic Students Yeni Latipah; Dini Hadiani; Fajrin Mubarokah Parhani; Ahshonat Khoerunnisa
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 1 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i1.1163

Abstract

English speaking skills are essential for polytechnic students to meet the communicative demands of an increasingly globalized workforce. However, many students face difficulties in developing oral proficiency due to limited speaking opportunities, low confidence, and anxiety in classroom settings. This study investigates the integration of an AI-assisted speaking platform to enhance English speaking skills among polytechnic students. Employing a descriptive qualitative research design, the study was conducted over four instructional meetings in an English for Technique course and involved 60 students from two classes. Data were collected through classroom observations, questionnaires, and analysis of students’ speaking practice supported by feedback provided through the AI-assisted speaking platform. The findings indicate that the platform supported the development of key speaking components, particularly pronunciation, fluency, and grammatical awareness, by enabling repeated and self-paced practice. In addition, the use of AI-assisted speaking contributed to increased speaking confidence and learner autonomy through immediate and intelligible feedback. Despite these positive outcomes, several challenges were identified, including technical constraints, limitations in interactional naturalness, and the need for pedagogical scaffolding. The study concludes that AI-assisted speaking platforms can serve as effective supplementary tools for enhancing English speaking instruction in polytechnic education when thoughtfully integrated into classroom practice.
Co-Authors Ahshonat Khoerunnisa Dede Sujana Dini Hadiani Fadhilah Dian Utami Fitri Hidayah Sundawati Parhani, Fajrin Mubarokah