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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Linguistics and Elt Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Pengabdian Masyarakat AbdiMas PROJECT (Professional Journal of English Education) Jurnal Abdimas Ilmiah Citra Bakti (JAICB) JOLLT Journal of Languages and Language Teaching FOCUS: Journal of Social Studies Community Services and Social Work Bulletin Jurnal Pengabdian Pada Masyarakat KANGMAS: Karya Scientific Community Service is a journal
Sadikin, Irma Savitri
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PELATIHAN PEMBUATAN BAHAN AJAR ADAPTIF BERBASIS ARTIFICIAL INTELLIGENCE (AI) UNTUK MENINGKATKAN KOMPETENSI DIGITAL GURU DI SD PENGGILINGAN 01 JAKARTA Sadikin, Irma Savitri; Fatonah, Khusnul; Santosa, Imam; Fadli, Muhammad Rijal; Ulum, Muhamad Bahrul; Sari, Yumelda
Jurnal Abdimas Ilmiah Citra Bakti Vol. 6 No. 2 (2025)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jailcb.v6i2.5056

Abstract

Guru-guru di SD Penggilingan 01 Jakarta menghadapi tantangan dalam mengembangkan bahan ajar yang adaptif dan interaktif akibat keterbatasan pemahaman dan keterampilan dalam memanfaatkan teknologi berbasis Artificial Intelligence (AI). Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi digital guru melalui pelatihan pembuatan bahan ajar adaptif berbasis AI. Mitra dalam kegiatan ini adalah 20 guru dari SD Penggilingan 01 Jakarta yang terlibat secara aktif dalam seluruh tahapan kegiatan. Metode pelaksanaan mencakup identifikasi kebutuhan, pelatihan, workshop praktik, pendampingan langsung, dan evaluasi. Kegiatan berlangsung selama empat bulan (Oktober 2024–Januari 2025), dengan memanfaatkan berbagai platform digital seperti Canva, Flipping Book, Socrative, Baamboozle, Padlet, dan Kahoot. Hasil pelatihan menunjukkan bahwa 90% guru merasa lebih percaya diri dalam menggunakan teknologi berbasis AI dalam pembelajaran, dan 85% menyatakan bahwa pelatihan sangat relevan dan aplikatif. Selain itu, guru berhasil mengembangkan bahan ajar digital yang sesuai dengan tingkat kemampuan siswa serta mendukung pembelajaran yang lebih personal dan inovatif. Kegiatan ini memberikan dampak positif dalam peningkatan keterampilan digital guru dan mendorong terciptanya ekosistem pembelajaran berbasis teknologi yang adaptif di sekolah dasar.
EXPLORING PRE-SERVICE TEACHERS' EXPERIENCES WITH DIGITAL MULTIMODAL COMPOSING IN NARRATIVE STORYTELLING: MENGEKSPLORASI PENGALAMAN CALON GURU DENGAN PENYUSUNAN MULTIMODAL DIGITAL DALAM PENCERITAAN NARATIF Sadikin, Irma Savitri; Santosa, Imam; Fadli, Muhammad Rijal; Fatonah, Khusnul; Ulum, Muhamad Bahrul
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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Abstract

In the 21st century, digital competency is a fundamental requirement for language instruction, necessitating the integration of technology into teacher training programs. This study investigates four pre-service teachers’ experiences in designing digital narrative videos using the Digital Multimodal Composing (DMC) framework. Adopting a narrative inquiry approach, data were gathered through reflective diaries and semi-structured interviews to explore how participants engaged with the critical, creative, and technical domains of multimodal composition. Findings indicate that pre-service teachers initially faced challenges in conceptualizing multimodal elements but gradually developed confidence in integrating text, visuals, and audio to enhance their instructional materials. They critically analyzed multimodal texts, structured their narrative-based lessons for greater engagement, and refined their technical proficiency with digital tools. Peer discussions and online tutorials played a significant role in helping them navigate the complexities of multimodal composing, fostering collaborative learning and iterative refinement. This study emphasizes the role of DMC in preparing pre-service teachers for technology-enhanced instruction through structured support, hands-on practice, and digital literacy training. By merging creativity with pedagogy, it highlights the importance of integrating multimodal composing into teacher education programs in EFL instruction.
Digital Multimodal Composing in EFL Grammar Instruction:Exploring Pre-Service Teachers' Experiences and Perspectives Sadikin, Irma Savitri; Apsari, Yanuarti
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14709

Abstract

The growing integration of Digital Multimodal Composing (DMC) in English as a Foreign Language (EFL) instruction has transformed conventional grammar teaching methods by incorporating text, images, sound, and movement. However, limited empirical research explores its application in grammar instruction, particularly from the perspective of pre-service teachers. Guided by Liang and Lim (2020) DMC pedagogical framework, grounded in Systemic Functional Linguistics and Design Thinking, this study examines the implementation of DMC in an Indonesian EFL higher education context. Fifteen pre-service teachers from an English Language Education Program participated in the study. Data were collected using a case study design through classroom observations, semi-structured interviews, and student reflections. Findings indicate that DMC fosters engagement, enhances conceptual understanding, and develops digital literacy skills. High-achieving students demonstrated strong digital fluency, creativity, and analytical skills in integrating multimodal elements into grammar lessons. Conversely, low-achieving students faced challenges with multimodal cohesion, tool navigation, and troubleshooting technical issues. The study highlights the importance of explicit instruction, guided practice, and peer collaboration in supporting students' multimodal literacy development. It emphasizes the need for structured pedagogical scaffolding to effectively integrate DMC into EFL grammar instruction. The findings suggest that while DMC promotes student-centered and multimodal learning, sustained instructional support and curriculum integration are essential for its success.
Exploring Scaffolded Assessment in Research-Based Project Classes: A Qualitative Perspective on Student and Lecturer Experiences Santosa, Imam; Fadli, Muhammad Rijal; Sadikin, Irma Savitri; Iskandar, Ifan; Jonuzi, Vjollca
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.15435

Abstract

This study investigates the benefits and challenges of implementing scaffolding strategies in research-based project classes at Esa Unggul University. The participants consisted of 37 undergraduate students enrolled in a research class focused on producing academic research articles. Using a qualitative case study approach, data were collected through semi-structured interviews and analyzed using thematic analysis to explore students' experiences with scaffolding throughout the research project process. The findings revealed that scaffolding enhanced students' critical thinking, time management, academic motivation, and ability to use feedback effectively. Structured support mechanisms—such as critical questioning, phased assignments, and staged feedback—enabled students to engage more deeply with complex research tasks and fostered the development of independent learning skills. However, several challenges emerged, including high cognitive load, unclear scaffolding instructions, difficulty applying feedback, and student overreliance on lecturer   guidance. These results suggest that while scaffolding is a powerful instructional strategy, its effectiveness depends on intentional, flexible, and well-sequenced design that supports both structure and autonomy. This study contributes to instructional design by offering practical insights into how scaffolding can be optimized to meet the diverse needs of learners in higher education research setting.
STUDENTS’ PERCEPTION OF USING TED TALKS VIDEOS IN INDONESIAN EFL CONTEXT Sabrina, Titania Nur; Sadikin, Irma Savitri
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 15, No 1 (2024): Januari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v15i1.17790

Abstract

Abstrak: Penelitian ini mengeksplorasi persepsi siswa dalam menggunakan video TED Talks dalam konteks EFL Indonesia untuk memecahkan berbagai masalah belajar bahasa Inggris. Penelitian ini menggunakan metode penelitian campuran (mixed-method study). Kuesioner tertutup dan wawancara mendalam digunakan untuk mengumpulkan data. Penelitian ini menyebarkan 15 kuesioner tertutup dan 21 pertanyaan untuk sesi wawancara. Pesertanya adalah 16 mahasiswa program Pendidikan Bahasa Inggris tahun ajaran 2019 di salah satu perguruan tinggi swasta di Jakarta Barat, Indonesia. Hasil belajar disajikan dalam tiga indikator: (1) persepsi siswa terhadap proses pembelajaran melalui TED Talks; (2) manfaat mahasiswa terhadap TED Talks; (3) tantangan siswa dalam belajar bahasa Inggris melalui TED Talks. Berdasarkan temuan penelitian, persepsi siswa terhadap penggunaan video TED Talks pada mata kuliah EL mendapat respon positif. Siswa menilai TED Talks merupakan media yang efektif untuk membangkitkan minat, kegembiraan, dan motivasi siswa. Namun demikian, penelitian berskala besar dengan banyak partisipan di berbagai tingkatan diperlukan untuk mengeksplorasi persepsi siswa dalam memanfaatkan TED Talks sebagai materi pendidikan untuk studi lebih lanjut.Abstract:  This study explores students' perceptions of using TED Talks videos in the Indonesian EFL context to solving numerous English study issues. This research applied a mixed-method study. Closed-ended questionnaires and in-depth interviews were used to collect the data. This research distributed 15 close-ended questionnaires and 21 questions for the interview session. The participants were 16 students from English Language Education program in the academic year 2019 at a private university in West Jakarta, Indonesia. The result of study presented into three indicators: (1) students’ perception toward the process of learning through TED Talks; (2) the student’s benefit toward TED Talks; (3) students’ challenges in learning English through TED Talks. Based on research findings, students’ perception of using TED Talks videos in the EL course gained a positive response. Students perceived that TED Talks is an effective medium to gain students’ interest, excitement, and motivation. However, large-scale research with numerous participants at various levels is required to explore students’ perceptions utilizing TED Talks as educational material for further study.
Co-Authors Ahmad Fuad Aini, Safi Anak Agung Gede Sugianthara Ardhana, Bayu Adi Arinda, Putri Fadli, Muhammad Rijal Fatonah, Khusnul Fuady, Farhan Hardianti Hardianti, Hardianti Ifan Iskandar Imam Santosa Irdanuraprida Idris Irma Damayanti Jonuzi, Vjollca Kartini Kartini Lutfiyah Lutfiyah Lutfiyah Malabay Malabay Martyani, Erista Mujazi, Mujazi Mulyo Wiharto Nurchaerani, Meiyanti Sabrina, Titania Nur Sari, Yumelda Sophiyanto wuryan Suryani Suryani Ulum, Muhamad Bahrul Yanuarti Apsari