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All Journal International Journal of Electrical and Computer Engineering Jurnal Pendidikan Bahasa Inggris Jurnal Riset Pendidikan Matematika Journal of English and Education REiD (Research and Evaluation in Education) JOLLT Journal of Languages and Language Teaching International Journal of Robotics and Control Systems JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies ANUFA Journal on Mathematics Education
Sotlikova, Rimajon
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Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Project-Based Learning in mathematics education: A bibliometric study on 2014–2023 scopus database Susanti, Mathilda; Retnawati, Heri; Sulistyaningsih, Eny; Kartianom, Kartianom; Rosyada, Munaya Nikma; Kassymova, Gulzhaina K; Sotlikova, Rimajon
Jurnal Riset Pendidikan Matematika Vol 10, No 1: May 2023
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v10i1.60531

Abstract

Project-based learning is ommited by the curricula of various countries. For the future development, the extent of research related to project-based learning needs to be mapped. This literature review research does a bibliometric analysis of project-based learning research published in Scopus-indexed journals over the last ten years. There are 802 articles from the Scopus database in 2014-2023. The R package and VOSViewer tools are used to perform bibliometric analysis. The results are analyzed and intepreted, including the distribution per year, subject area, affiliation, country or region, citations, main information, treemap, authorship, most cited documents, relationships between years, dendrogram, collaboration between authors, collaboration between countries and continents, as well as the relationship between keywords in the article. The number of research increased significantly from 2014 to 2022. More than 50% of these came from social sciences field. Universitas Negeri Malang has published the most articles, while the United States is most publications country. Although the United States has the most documents, Spain is the the most cited country. The most cited document is written by Kokotsaki et al. in 2016. United States, China, Australia, France, and the United Kingdom often collaborate between countries and continents.
The effect of distance learning on student learning achievement: a meta-analysis Nusantara, Bayuk; Hadi, Samsul; Retnawati, Heri; Sumaryanto, Sumaryanto; Prasojo, Lantip Diat; Sotlikova, Rimajon; Arlinwibowo, Janu
International Journal of Electrical and Computer Engineering (IJECE) Vol 14, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijece.v14i6.pp6486-6497

Abstract

Distance learning has been an option during the last few years due to the coronavirus disease 2019 (COVID-19) pandemic. The aim of this research is to identify the effectiveness of distance learning compared to conventional learning in terms of student learning achievement. This research is meta- analysis of random group contrast design (experiment-control) models. The data selection process refers to the inclusion criteria of year, theme, data type and data completeness. Based on these criteria, 10 articles were selected. The analysis process begins with testing the homogeneity assumption using three methods, namely ????2, ????2, and Q which shows heterogeneous data so that random model selection is appropriate, testing freedom of publication bias with Egger's test and funnel plot which shows that the data collected is free from publication bias, identifying the effect size and standard error, as well as conducting moderator variable analysis which considers domain, continent, subject, education level and year variables. The results of this study show that although distance learning has a positive influence on student learning achievement, the difference is not significant when compared with conventional learning. In addition, these results can be moderated by achievement domain variables, type of subject, level of education, and year.
Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness Haerazi; Irawan, Lalu Ari; Sotlikova, Rimajon
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1763

Abstract

This study aimed to know the use of the interculture-based language learning (IBLL) model to improve learners’ speaking skills integrated with linguistic awareness and their responses to learning experiences. A mixed-method study was employed, employing the concurrent embedded design, to investigate the learning processes associated with the IBLL model in enhancing speaking skills. The data consisted of qualitative and quantitative data. The qualitative data were collected using observation sheets and interviews, while the qualitative data were attained using tests. The finding showed that the IBLL model facilitates learners to improve grammar competence, vocabulary acquisition, fluency, pronunciation, and description detail. The speaking improvement of learners was affected with learners’ linguistic awareness. Based on this, learners have positive responses to the use of the IBLL model in the speaking class. This study can be concluded that the use of the IBLL model was able to improve speaking skills viewed from linguistic awareness. The implication of the current study acknowledges that language learning goes beyond mere linguistic competence and it entails an exploration of cultural nuances, social contexts, and the interconnectedness between language and societal practices.
The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context Rachmawati, Umi; Pradita, Linda Eka; Ulyan, Mohammad; Sotlikova, Rimajon
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8976

Abstract

The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.
A Systematic Review of the Use of Technology in Educational Assessment Practices: Lesson Learned and Direction for Future Studies Retnawati, Heri; Kardanova, Elena; Sumaryanto, Sumaryanto; Prasojo, Lantip Diat; Jailani, Jailani; Arliani, Elly; Hidayati, Kana; Susanti, Mathilda; Lestari, Himmawati Puji; Apino, Ezi; Rafi, Ibnu; Rosyada, Munaya Nikma; Tuanaya, Rugaya; Dewanti, Septinda Rima; Sotlikova, Rimajon; Kassymova, Gulzhaina Kuralbayevna
International Journal of Robotics and Control Systems Vol 4, No 4 (2024)
Publisher : Association for Scientific Computing Electronics and Engineering (ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijrcs.v4i4.1572

Abstract

Previous studies have demonstrated that technology helps achieve learning outcomes. However, many studies focus on just one aspect of technology’s role in educational assessment practices, leaving a gap in studies that examine how various aspects affect the use of technology in assessments. Hence, through a systematic work, we analyzed the extent and manner in which technology is integrated into educational assessments and how education level, domain of learning, and region may affect the use of technology. We reviewed empirical studies from two major databases (i.e., Scopus and ERIC) and a national journal whose focus and scope are on educational measurement and assessment, following PRISMA guidelines for systematic reviews. The findings of the present study are directed towards emphasizing the roles of technology in educational assessment practices and how these roles are adapted to varying educational contexts such as the level of education, the three domains of learning (i.e., cognitive, psychomotor, and affective), and the setting in which the assessment was conducted. These findings not only highlight the current roles of technology in educational assessment but also provide a roadmap for future research aimed at optimizing the integration of technology across diverse educational contexts.
Analyzing the development of university English students’ speaking fluency Aziez, Feisal; Nita, Alfia; Istikharoh, Lutfi; Sotlikova, Rimajon
Journal of English and Education (JEE) Vol. 10 No. 2 (2024): Vol. 10 No. 2 (2024): VOLUME 10 NO 2 NOVEMBER 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i2.36345

Abstract

The development of speaking fluency is a critical aspect of English language learning, particularly for non-native speakers. This study investigates the progress of university English learners in improving their speaking fluency, focusing on two key measures: the length of silent pauses and the use of pause fillers. A quantitative approach was employed, utilizing a pre-experimental design with 61 second-year students from two private universities, one in Indonesia and one in Uzbekistan. These students were enrolled in a speaking course at their respective universities, and the study served as an evaluative measure for the course. Data were collected through speaking tasks administered at the beginning and end of the course, where students delivered five-minute monologues on topics related to professional communication, specifically the creation of a startup company. The findings revealed a significant reduction in silent pauses, indicating an improvement in fluency, while the use of pause fillers showed minimal change.  
Comparison of item characteristic analysis models of reading literacy test with polytomous Item Response Theory Harsana, Firyal Nabila; Retnawati, Heri; Dewanti, Septinda Rima; Lumenyela, Rogers Andrew; Sotlikova, Rimajon; Adzima, Maulana Fatahillah; Septiana, Atut Reni
REID (Research and Evaluation in Education) Vol 10, No 2 (2024)
Publisher : Sekolah Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i2.77852

Abstract

This study aims to compare the analysis model of the characteristics of reading literacy items with the polytomous item response theory, which uses the Graded Response Model (GRM), Partial Credit Model (PCM), Generalized Partial Credit Model (GPCM), and Nominal Reasons Model (NRM). This research is quantitative research in nature, and secondary data were used from about 1000 test takers’ responses to reading literacy items in the 2018 reading literacy study analyzed with the R program. This model comparison was carried out so that the analysis results obtained were more accurate in representing the level of reading literacy skills in Indonesia. The results show that the GPCM model is the fit model with an AIC value of 23753.89 and a BIC value of 24042.45, and the number of suitable testlets is 7 out of a total of 7 testlets. Based on the relationship between information function scores and SEM, reading literacy items provide higher information when participants’ abilities range between -2.3 and +2.
Strengthening Multimodal Literacy through Digital Literary Text Learning: Enhancing Students’ Achievement in the Age of Disruption Fradana, Ahmad Nurefendi; Suwarta, Nyoman; Sotlikova, Rimajon
Journal of Language and Literature Studies Vol. 5 No. 1 (2025): March 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v5i1.2635

Abstract

The rapid advancement of digital technology necessitates a transformative approach to literary education that extends beyond verbal literacy to embrace multimodal competencies (visual, auditory, interactive). This study aims to analyze the potential of digital literary texts as a medium for enhancing multimodal literacy amidst the challenges of the disruptive era, while identifying the enabling and constraining factors in its implementation within Indonesian educational contexts. Employing a descriptive qualitative approach, data were collected through case studies of literature instruction in three urban-based senior high schools, participatory observation of digital platforms (interactive e-books, literary webtoons, and short-story podcasts), and in-depth interviews with teachers and students. The analysis utilized Kress & van Leeuwen’s multimodal literacy theory and Paul Gilster’s digital pedagogy framework. Findings reveal that integrating multimodal elements—such as animated illustrations in poetry, hyperlinks in interactive narratives, and dramatic audio effects—significantly enhances students’ critical deconstruction of textual meanings and fosters learning motivation. However, disparities in digital infrastructure access and teachers’ limited technological proficiency emerge as primary barriers. The study recommends training programs for teachers in designing digital literature lessons using accessible tools (e.g., Canva, Book Creator) and fostering school-community partnerships with digital literacy initiatives. This research contributes to developing disruption-responsive literacy strategies and enriches Indonesian literary heritage through digital adaptation.
Efektivitas Wordwall pada Materi Teks Laporan Hasil Observasi untuk Meningkatkan Hasil Belajar Siswa SMP Nuh, Muhammad Wahdan; Susilo, Jimat; Sotlikova, Rimajon
Anufa Ikaprobsi Vol 2 No 2 (2024): Desember
Publisher : Ikaprobsi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63629/anufa.v2i2.101

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas penggunaan media Wordwall dalam meningkatkan hasil belajar siswa kelas VIII SMP pada materi teks laporan hasil observasi. Pokok masalah yang diangkat adalah rendahnya pemahaman siswa terhadap materi tersebut dan kurangnya metode pembelajaran yang menarik. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian adalah peserta didik kelas VIII B di SMP Negeri 1 Kedawung. Pengumpulan data dilakukan melalui teknik observasi. Hasil penelitian menunjukkan bahwa penggunaan Wordwall secara signifikan meningkatkan hasil belajar siswa, baik dalam pemahaman materi maupun kemampuan menyusun teks laporan hasil observasi. Kesimpulan ini mengindikasikan bahwa Wordwall merupakan media yang efektif untuk meningkatkan hasil belajar siswa, khususnya dalam pembelajaran berbasis teks laporan hasil observasi di tingkat SMP. Penelitian ini juga memberikan kontribusi pada penerapan teknologi dalam pendidikan bahasa Indonesia.
Mathematical reasoning and communication word problems with mathematical problem-solving orientation: A relation between the skills Aljura, Ahmad Naufal; Retnawati, Heri; Dewanti, Septinda Rima; Kassymova, Gulzhaina Kuralbayevna; Sotlikova, Rimajon; Septiana, Atut Reni
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp529-558

Abstract

Developing students’ mathematical reasoning skills (MRS) and mathematical communication skills (MCS) is crucial, as both are fundamental to effective mathematical problem-solving (MPS). Despite their theoretical interconnectedness, limited empirical evidence exists on how MRS and MCS relate to MPS, particularly in problem-based contexts. This study investigates the relationship between MRS and MCS within an MPS-oriented framework using a quantitative, descriptive correlational design. A modified mathematical word problem (MWP) essay test was administered to 117 students across two pilot classes. The test items were designed to elicit reasoning and communication processes associated with MPS. Psychometric analyses, including evidence of content validity (Aiken’s V), consequential validity, reliability (α and ω coefficients), and item-level metrics (discrimination and difficulty indices), confirmed the instrument’s robustness. Factor analysis supported a unidimensional structure aligned with MPS. Correlational analyses revealed significant positive associations between MRS and MCS, meeting bivariate normality assumptions. Pearson’s r was 0.529 (95% CI: 0.261–0.722), Spearman’s ρ was 0.493 (CI: 0.215–0.697), and Kendall’s τ was 0.400 (CI: 0.101–0.632), indicating a strong relationship. These findings underscore the interdependence of reasoning and communication skills in the context of MPS. The study also offers a detailed analysis of student obstacles in solving MWPs, contributing to a nuanced understanding of cognitive and linguistic dimensions in mathematical problem-solving. Implications are discussed for researchers, policymakers, and educators, particularly in designing instructional interventions that strengthen MRS and MCS in support of MPS.
Co-Authors Adzima, Maulana Fatahillah Ahmad Nurefendi Fradana Aljura, Ahmad Naufal Apino, Ezi Arlinwibowo, Janu Aziez, Feisal Elly Arliani Haerazi Harsana, Firyal Nabila Heri Retnawati Himmawati Puji Lestari Irawan, Lalu Ari Jailani Jailani Jimat Susilo Kana Hidayati Kardanova, Elena Kartianom, Kartianom Kassymova, Gulzhaina K Kassymova, Gulzhaina Kuralbayevna Lantip Diat Prasojo Linda Eka Pradita, Linda Eka Lumenyela, Rogers Andrew Lutfi Istikharoh M. Rafi Mathilda Susanti Mustopa, Jenal Nita, Alfia Nuh, Muhammad Wahdan Nusantara, Bayuk Rosyada, Munaya Nikma Samsul Hadi Septiana, Atut Reni Septinda Rima Dewanti Songidah, Songidah Sulistyaningsih, Eny Sumaryanto Sumaryanto, Sumaryanto Suwarta, Nyoman Tuanaya, Rugaya Ulyan, Mohammad Umi Rachmawati