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All Journal Journal of English Education and Teaching (JEET) Studies in English Language and Education Jurnal Teknologi Komputer dan Informatika
Yulia, Astri
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Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media

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The Impact of Online Learning on Undergraduate English Students’ Achievement Erizar , Erizar; Marzuki , Abdul Gafur; Hidayati, Tuti; Juliana, Rena; Yulia, Astri
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.288-302

Abstract

Blended learning, integrating traditional face-to-face instruction with online components, has gained momentum in higher education. This study aimed to explore the effect of blended learning on the academic performance of students enrolled in the English Department across multiple universities in Aceh, Indonesia. The research specifically aims to compare the effectiveness of blended and offline learning models in facilitating students' learning achievements. The study population encompasses undergraduate students from seven distinguished universities within the Aceh Province, making the research findings relevant and applicable to a diverse range of educational institutions. Quantitative data, gathered through a survey method, formed the basis of this research, enabling a thorough analysis of students' learning outcomes in both blended and offline learning environments. The results of the study reveal a compelling insight: there is no statistically significant difference in students' learning achievements between blended and offline learning models (P = 0.062 > 0.05). This intriguing finding challenges traditional perceptions and underscores the potential of blended education as a viable and effective alternative to conventional classroom learning within the English Department curriculum. The implications of these results are far-reaching, suggesting that universities and lecturers can leverage blended learning platforms without compromising the quality of education provided to English Department students. This research contributes valuable insights to the ongoing discourse on the evolution of educational methodologies, emphasizing the importance of embracing technology-enhanced learning approaches. As the world continues to advance digitally, this study provides a foundation for future exploration and implementation of blended learning strategies, fostering an inclusive and innovative educational landscape for students in Aceh, Indonesia.
PERAN SISTEM PEMBAYARAN DIGITAL DALAM MENINGKATKAN PENJUALAN UMKM Hutahaean, Limbert; Shabrina, Alifia Rahma; Martiani, Yasmin; Syakduzzaman, Syakduzzaman; Yulia, Astri; Gunardi, Gunardi
Jurnal Teknologi Komputer dan Informatika Vol 3 No 1 (2024): Jurnal Teknologi Komputer dan Informatika (TEKOMIN)
Publisher : LPPM Politeknik Pajajaran ICB Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59820/tekomin.v3i1.325

Abstract

MSMEs (Micro, Small, and Medium Enterprises) have a crucial role in the economy, especially in developing countries like Indonesia. One of the main challenges faced by MSMEs is access to modern and efficient payment technology. This study aims to analyze the role of digital payment systems in increasing MSME sales. The research method used is a literature study by reviewing various relevant scientific literature. The results of the study show that the adoption of digital payment systems, such as electronic wallets (e-wallets), QRIS, and online bank transfers, can improve operational efficiency, reduce the risk of cash transactions, and expand the reach of the MSME market. The use of digital payment methods also allows MSMEs to increase financial transparency and more easily access financial services such as loans or investments. However, there are several challenges in implementing a digital payment system, including low digital literacy among MSME actors, limited technological infrastructure in several regions, and lack of socialization regarding the benefits of digitalization. Therefore, a comprehensive strategy is needed, such as increasing digital literacy and providing supporting infrastructure, to optimize the benefits of the digital payment system for MSMEs.
Academic and recreational reading attitudes among primary students in a rural Malaysian village Yulia, Astri; Joshi, R. Malatesha; Husin, Nor Azilah; Nadarajan, Na~Thinamalar Magiswary; Mohd Zin, Norhayati; Nadarajan, Cheli
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35011

Abstract

Reading is crucial for development and educational outcomes, yet access to literacy resources and supportive environments is uneven, particularly in rural and low-income areas. Positive reading attitudes are linked to better reading achievement, but research on these attitudes among ESL speakers in non-Western, rural contexts remains limited. This study explores the attitudes of 4th and 5th graders towards recreational and academic reading in a rural Malaysian village, assessing students who participated in a reading program. Utilizing the Elementary Reading Attitude Survey, data were gathered from 74 of the 120 participants, achieving a 62% response rate. Analysis through Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed a nuanced relationship between childrens reading attitudes and their engagement with various reading contexts and activities. Findings underscore a pronounced preference for recreational over academic reading, with both types of reading attitudes significantly interrelated. This suggests the programs environment and involvement of reading partners may significantly shape childrens reading perceptions. Moreover, the study highlights the pivotal role of the reading context, indicating a direct correlation between childrens positive perception of their reading environment and their engagement levels. While the study did not delve into the impact of socio-economic status on program effectiveness, it signals the need for further research across diverse cultural settings to fully understand the efficacy of reading programs. The research concludes that after-school reading initiatives are instrumental in enhancing childrens academic and recreational reading attitudes, providing valuable insights for educators, policymakers, and researchers focused on literacy development.
Sustainability integration in EFL curricula: Evidence from Indonesian and Malaysian Universities Usman, Jarjani; Yulia, Astri; Zakaria, Abd Razak; Muluk, Safrul; Hasan, Kemal Kurnia; Jarjani, Jana Safira
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.41046

Abstract

This study investigates the integration of the 17 Sustainable Development Goals (SDGs) in English as a Foreign Language (EFL) curricula within Indonesian and Malaysian universities. Specifically, it examines how SDGs are represented in EFL curricula, how EFL lecturers perceive the integration of SDGs, and how they implement SDG-related content in their teaching practices. Drawing on Bronfenbrenners (2000) Ecological Systems Theory (EST), a qualitative narrative inquiry was employed, using document analysis of course outlines, lecture slides, and materials, and assessments, as well as semi-structured interviews with nine EFL lecturers from four universities. Course documents were analyzed using content analysis to examine SDG integration in the curricula, while interview transcripts were thematically analyzed, coded, and mapped onto ESTs microsystem and mesosystem levels. The content analysis of syllabi and course materials showed limited and inconsistent references to SDGs, with few explicit outcomes, activities, or assessments. Microsystem analysis showed all nine lecturers valued integrating SDGs in EFL to build students knowledge, skills, and attitudes; whereas, mesosystem data indicated the SDG implementation was driven mainly by individual initiative, with only sporadic program- or campus-level support. The nine lecturers also reported a mix of course-embedded activities and co-/campus initiatives to integrate SDGs. To move beyond ad hoc efforts, universities should embed the SDGs in learning programs and learning outcomes, provide SDG-ready materials and assessment rubrics, fund professional development, and offer rewards and incentives for supporting consistent integration.
Co-Authors Erizar , Erizar Gunardi Gunardi Hasan, Kemal Kurnia Hidayati, Tuti Husin, Nor Azilah Hutahaean, Limbert Jarjani Usman Jarjani, Jana Safira Joshi, R. Malatesha juliana, rena Martiani, Yasmin Marzuki , Abdul Gafur Mohd Zin, Norhayati Nadarajan, Cheli Nadarajan, Na~Thinamalar Magiswary Safrul Muluk Shabrina, Alifia Rahma Syakduzzaman, Syakduzzaman Zakaria, Abd Razak