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Socialization of Flood and Landslide Disaster Mitigation as a Lesson for Elementary School Students in Cikondang Village, Hantara District, Kuningan Regency Yayan Suryana; Toto Supartono; Nunu Nugraha; Erlan Darmawan; Harun Al-Rasyid
ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 7 No. 1 (2024): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35568/abdimas.v7i1.4382

The geographical location of the Indonesian archipelago, which is at the meeting point of the Indo-Australian Plate, the Eurasian Plate, and the Pacific Plate, as well as the many mountains, valleys, and rivers, has caused Indonesia to frequently experience various disasters including earthquakes, landslides, floods, droughts, tsunamis, and others. The community's ignorance in dealing with various disasters has caused many victims which could have been reduced or avoided if they were willing to study the character of each disaster by carrying out disaster mitigation activities. Cikondang Village, Hantara District, Kuningan Regency is a village that has various unique features with varied land contours, there are low and highlands which have caused Cikondang Village to have various disaster risks because of its location on the Cipedak and Cibasale river flow routes, and also Mount Chulamega. , hills and valleys are also found around Cikondang. Among the most frequent threats are flash floods and landslides from cliffs in Cikondang Village. With disaster mitigation activities, it is hoped that the public will become aware of the importance of prevention through various efforts such as socializing natural disaster management and how to avoid them. Increasing knowledge of how to save oneself from various disasters is our goal in holding this disaster mitigation activity.

UNIVERSITY STUDENTS' ACADEMIC WRITING ECOLOGIES: HOW STUDENTS COMBINE FORMAL, INFORMAL, AND AI-BASED RESOURCES IN WRITING RESEARCH PAPERS Fahrus Zaman Fadhly; Harun Al Rasyid; Dadang Solihat; Nani Ronsani Thamrin; Wulan Rahmatunnisa; Vina Agustiana; Muhammad Aprianto Budie Nugroho
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.361

University students no longer write research papers with a single source of support. They draw at once on formal resources such as courses, supervisors and feedback, informal resources such as peers, online tutorials and digital communities, and AI-based resources such as generative chatbots, paraphrasing tools and AI-assisted search. Yet research has mostly examined these resources in isolation, leaving unclear how students combine them. This article addresses that gap through an integrative review of 50 publications from 2022 to 2026, interpreted through the lens of learning ecology. The review was organised into seven thematic clusters and synthesised across the stages of research paper writing: planning, reading and sourcing, drafting, revising, and citing and submitting. Three findings emerged. First, formal resources remain the anchor of students' writing ecologies, setting standards and legitimising feedback, but they are often limited in time and access. Second, informal and AI-based resources increasingly fill these gaps, offering immediate, low-stakes and personalised support, with AI-based resources concentrated in drafting and revising. Third, students actively orchestrate these resources rather than simply consuming them, but this orchestration produces tensions concerning trust, authorship, academic integrity and equity. The article proposes an Academic Writing Ecology Model that positions the student writer as an orchestrator of three resource layers embedded in institutional and platform ecologies. It concludes with implications for writing pedagogy, institutional AI policy and future empirical research.

"PROGRESS EVERY DAY, EVEN ONE SENTENCE": SELF-REGULATED STRATEGIES OF INDONESIAN EFL STUDENTS IN THESIS WRITING Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Fathiyya Zahira Mujahidah; Magdalena Ngongo
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.364

Thesis writing demands sustained self-regulation over months or years, yet little is known about how Indonesian EFL students regulate this long and often isolating process. This study examines the self-regulated strategies Indonesian EFL students use to manage thesis writing across undergraduate, master's and doctoral levels. Drawing on Zimmerman's cyclical model of self-regulation, an explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them. Students reported frequent difficulties with grammar and vocabulary (M = 3.39 on a 1-to-5 frequency scale) and coherence (M = 3.35), and only 2 of 22 felt very confident writing grammatically correct academic English. To manage these demands, they relied most on seeking feedback from advisors or peers (19 of 23), revising drafts repeatedly (17), using grammar checkers (15) and writing outlines (14), while only 5 attended writing workshops. Open-ended responses and interviews revealed a distinctive strategy of incremental daily progress, captured in one student's resolve to "progress every day, even if only one sentence," alongside scheduled writing blocks, reading and modelling on previous theses, progress tracking, extensive use of paraphrasing and AI tools, and persistence sustained by motivational and spiritual self-talk. The findings show that students' self-regulation is strongest in the performance phase, relies heavily on external regulation through advisors and deadlines, and is increasingly mediated by digital tools. The study proposes an incremental self-regulation cycle for thesis writing and discusses implications for supervision and writing support.

ADVISOR-CENTRED, PEER-SUPPORTED: FEEDBACK ECOLOGIES OF INDONESIAN EFL STUDENTS ACROSS THREE DEGREE LEVELS Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.365

Feedback in thesis writing is usually studied as a two-way exchange between student and supervisor, yet students draw on a wider ecology of advisors, peers, institutional services and digital tools. This study examines how the feedback ecologies of Indonesian EFL thesis writers are composed and how they change across undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them, two at each degree level. Advisors formed the core of every ecology, named as a feedback source by 12 of 14 undergraduates, all 4 master's students and 4 of 5 doctoral students. Peers formed a supporting layer that thinned with degree level: 9 of 14 undergraduates named peers, compared with 2 of 4 master's and 1 of 5 doctoral students, and no doctoral student combined advisor and peer feedback. Writing centres were used only by three undergraduates. Advisor feedback was rated the most effective support overall (M = 4.45 on a 1-to-5 scale), while undergraduates rated peer mentoring, writing centres and workshops lower than postgraduates did. Interviews showed undergraduates embedded in reciprocal peer groups described as bahu-membahu, master's students drawing on seniors and graduates, and doctoral students working in relative isolation, with one noting the absence of a peer-review culture. The study proposes a layered model of advisor-centred, peer-supported feedback ecologies and argues that institutions should strengthen the peer and institutional layers, particularly for postgraduate writers.

WRITING AT 2 A.M.: SELF-REGULATION AND TIME MANAGEMENT AMONG WORKING INDONESIAN EFL THESIS WRITERS Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.222

Thesis writing demands sustained, self-directed effort over an extended period, a challenge compounded for Indonesian EFL students who must simultaneously manage substantial employment, business, or family obligations alongside their writing. While existing research treats self-regulation as a general disposition measured through survey instruments, few studies document the concrete, day-to-day practices working thesis writers use to protect and sustain writing time. This study addresses that gap through a qualitative, multi-case analysis of interview data from Indonesian EFL thesis writers, focusing on three informants who combined thesis writing with full-time teaching, independent business ownership, and university lecturing respectively, alongside a contrast group of non-working writers. Analysis identified three core time-management strategies — a fixed pre-dawn writing block, deadline-triggered bursts of activity, and session-based writing tied to a teaching schedule — whose severity scaled with the intensity of each writer's competing obligations. Beyond these core strategies, five further mechanisms proved central to sustaining writing under pressure: religious and spiritual anchoring of writing time, progress-tracking that served either social accountability or private efficiency depending on circumstance, active renegotiation of institutional schedules, family support functioning as practical infrastructure rather than only encouragement, and emotional regulation treated as an integrated component of time management rather than a separate concern. These findings suggest that self-regulation for working EFL thesis writers is not a single, teachable trait but a composite practice, often improvised out of necessity and scaffolded onto pre-existing routines and relationships. The study concludes that supervisory and institutional support would benefit from inviting working writers to describe and build on the systems they have already assembled, rather than offering generic time-management advice.

PARAPHRASING MACHINES AND ACADEMIC INTEGRITY: INDONESIAN EFL STUDENTS' USE OF DIGITAL TOOLS TO AVOID PLAGIARISM IN THESIS WRITING Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i3.223

Paraphrasing is central to avoiding plagiarism in thesis writing, yet many EFL students find it difficult and increasingly hand it to digital tools. This study examines how Indonesian EFL students use digital tools to avoid plagiarism in thesis writing and what their practices reveal about their understanding of academic integrity. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 undergraduate, master's and doctoral students from 11 universities with semi-structured interviews with six of them. Students rated paraphrasing as one of the harder language skills (M = 2.96 on a scale where 1 is very difficult), and 22 of 23 used online tools such as ChatGPT, Grammarly or thesauruses. Of the 20 students who described how they avoid plagiarism, 9 delegated paraphrasing entirely to tools, 3 combined tools with their own editing or translation, 5 relied on their own words and correct citation, 2 used similarity checkers and 1 sought peer feedback. QuillBot was named by 8 students and was the default strategy among doctoral respondents. Interviews revealed premium accounts bought through online marketplaces, tools shared among friends, and one interviewee's observation, from Turnitin training, that similarity checkers cannot verify whether in-text citations match the reference list. The findings suggest that students commonly equate avoiding plagiarism with avoiding textual similarity, a view that treats integrity as a technical matter rather than one of authorship and attribution. The study proposes an integrity-oriented paraphrasing process and discusses implications for supervision, writing instruction and institutional AI policy.

AN ECOLOGICAL PERSPECTIVE ON ACADEMIC WRITING ANXIETY AMONG INDONESIAN POSTGRADUATE STUDENTS: A META SYNTHETIC ANALYSIS Harun Al Rasyid; Iis Lismaya; Dadang Solihat; Nani Ronsani Thamrin; Wulan Rahmatunnisa; Fahrus Zaman Fadhly; Vina Agustiana
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Students' difficulties in understanding the abstract concept of cells, along with low learning motivation and critical thinking skills, prompted this study. The aim was to examine the implementation of metaphor-based visual learning media on cell material and its effects on the critical thinking skills and learning motivation of 8th-grade students at SMP Negeri 6 Majalengka. The study was conducted from February to April 2025 using a Research and Development (R&D) method with the ADDIE model. A sample of 52 eighth-grade students was selected through proportional random sampling. The media was developed in the form of a video titled "The Cell as a Unique School of Life", integrating everyday life analogies through visual metaphors. Data were collected through expert validation, student and teacher questionnaires, pre- and post-tests on critical thinking skills, and learning motivation questionnaires. Results showed that the media was highly valid (average score of 90.75%), practical to use (teacher response: 93.77%, student response: 87.54%), and significantly improved students’ critical thinking skills (mean rank of experimental group: 33.72; control group: 19.27). Learning motivation also increased, with extrinsic motivation at 92.30% and intrinsic motivation at 90.29%. Pearson correlation analysis indicated that the media had a stronger influence on learning motivation (r = 0.744) than on critical thinking skills (r = 0.609). Metaphor-based visual media effectively helps students understand abstract cell concepts, enhances critical thinking skills, and boosts learning motivation. This approach is recommended for science teachers as a meaningful, contextual learning strategy aligned with the Merdeka Curriculum.

WAITING FOR THE FULL DRAFT: TIMING, SOURCES, AND UPTAKE OF SUPERVISORY FEEDBACK IN INDONESIAN EFL THESIS WRITING Yayan Suryana; Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Lamhot Naibaho
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Supervisory feedback is widely regarded as the most influential support in thesis writing, yet little is known about when Indonesian EFL students actually receive it, from whom, and how they use it. This study examines the timing, sources and uptake of feedback in thesis writing among Indonesian EFL students at undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them. Feedback was strongly end-loaded: 10 of 22 respondents received it only after completing a full draft, two only after their examination, and one within a week of submitting a draft, while 7 received it weekly. Advisors were the dominant source (20 of 23), followed by peers (12 of 23), with writing centres rarely involved (3 of 23). Students rated feedback as very useful across language, style, structure and content (means 4.09 to 4.27 on a 1-to-5 scale), rated advisor feedback the most effective support (M = 4.45), and reported implementing it often or always (20 of 22). Interviews revealed that effective feedback was specific, focused and helped students narrow their ideas, whereas inconsistent direction across meetings frustrated them and led some to comply rather than understand. When asked what would help most, students requested clear, specific, formative feedback, more frequent and flexible access, and encouragement rather than criticism. The findings suggest a paradox of high uptake under low frequency and point to staged feedback cycles as a practical improvement to thesis supervision.

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