Garuda - Garba Rujukan Digital

Utilization of Digital Technology in Children's Education to Enhance Creative and Interactive Learning Agustina, Ika; Aprina Siregar, Lailan; Liliani Husain, Desy; Asfahani, Asfahani; Pahmi, Pahmi
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 10 No 2 (2023): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v10i2.6970

The use of digital technology requires creativity and interaction between users. This is to support the implementation of good learning. This study aims to determine the impact of using digital technology in the context of children's learning on increasing creativity and interaction. Researchers used a qualitative approach with data collection techniques through observation, interviews, and documentation. Data analysis techniques followed the stages of Miles and Humbermen analysis, namely data collection, data reduction, data presentation, and verification. Content analysis and thematic analysis were used to analyze the data collected and identify common and thematic patterns related to the use of digital technology in children's education. The results show that the use of digital technology in children's education has great potential in enhancing creative and interactive learning. Educational games, visual simulations, and interactive multimedia content allow children to think creatively, collaborate, and interact more deeply with learning materials. However, the research also emphasizes the need to balance the use of technology and real social interaction, as well as the selection of developmentally appropriate content. So, the results of this research can be important information for schools that the use of digital technology affects creativity and interaction between teachers and students.

MENINGKATKAN SOFTSKILL SISWA MELALUI METODE PEMBELAJARAN PROJECT BASED LEARNING PEMBUATAN MAJALAH DINDING Herny Frince Mehmory; William Sandy; Makmur Hasibuan; Desy Liliani Husain; Ory Syafari Jamel Sutiyan
AT-TAJDID Vol 7, No 1 (2023): JANUARI-JUNI 2023
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/att.v7i1.2701

Digital Literacy and Wise Language Use in Online Spaces: A Qualitative Study of Online Communities in Indonesia Saputra, Dedi Gunawan; Stanislaus, Surip; Tu, Pham Anh; Husain, Desy Liliani; Setiawati, Rahmi
Journal International of Lingua and Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i3.814

The rapid growth of digital technologies has significantly transformed communication, particularly in online spaces where people engage in diverse forms of interaction. In Indonesia, online communities have become central to shaping public discourse and social norms. However, the increasing reliance on digital platforms raises concerns about digital literacy and the responsible use of language. This study explores the role of digital literacy and wise language use within online communities in Indonesia, focusing on how individuals navigate online interactions and the implications of their language practices. The aim of this research is to examine how members of online communities in Indonesia exhibit digital literacy and how they incorporate wise language use in their interactions. A qualitative research design, utilizing semi-structured interviews and content analysis of online communication, was employed to collect data from members of various online communities. The results revealed that while most participants demonstrated strong digital literacy skills, there was a notable variance in the application of wise language use. Some members employed respectful and thoughtful language, while others exhibited aggressive or harmful communication. In conclusion, this study highlights the importance of fostering both digital literacy and wise language use to improve the quality of online interactions. Recommendations for promoting these skills in online communities are discussed.

Gamification in Language Learning: Strategies and Impacts Rachman, Azhariah; Nishida, Daiki; Liliani Husain, Desy Liliani
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i3.780

The integration of gamification in language learning has gained significant attention due to its potential to enhance engagement, motivation, and learning outcomes. Despite its growing popularity, there is a need for a comprehensive analysis of effective strategies and their impacts on learners. This study addresses this gap by exploring how gamification can be strategically implemented in language education. This research aims to identify effective gamification strategies in language learning and evaluate their impacts on learner motivation, engagement, and proficiency. A mixed-methods approach was employed, combining a systematic literature review of 50 studies from Scopus-indexed journals (Q1 and Q2) with a quasi-experimental study involving 120 language learners. Data were collected through surveys, interviews, and pre-post proficiency tests. The findings reveal that gamification strategies such as point systems, leaderboards, and narrative-driven tasks significantly improve learner motivation and engagement. Additionally, learners exposed to gamified environments demonstrated a 20% higher proficiency gain compared to traditional methods. Gamification is a powerful tool in language learning, offering innovative ways to enhance educational outcomes. However, its success depends on the careful design and alignment of game elements with learning objectives.

A needs analysis in improving writing class activities in EFL classroom context Husain, Desy Liliani; Nggawu, La Ode
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 8 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i8.340

The study was intended to assess the existing writing activities conducted in 2013 curriculum setting. Specifically, it also identified the students’ needs in writing skill activity in terms of learning difficulties in writing activity, students’ preferred materials and activities, and students’ responses to teacher’s performance in writing activities. It aims to see the gap results in desired result and current performance and finding out the ways to fill the gap. The questionnaire on need analysis was administrated to 20 students of class XI IPA 2 of SMAN 3 Kendari, South East Sulawesi. There are some major findings on the study, they are (1) students need a more detailed explanation about writing process, such as explanation on how to begin a writing, find ideas to be written, organize paragraph in a logical order, evaluate and revise the writing, (2) students need various topics of writing (3) students need more attractive learning activities, such as they can put in individual work, pair work and group work, and the last (4) students need the teacher to provide appropriate feedback on their writing.

A needs analysis in improving writing class activities in EFL classroom context Husain, Desy Liliani; Nggawu, La Ode
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 8 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i8.340

The study was intended to assess the existing writing activities conducted in 2013 curriculum setting. Specifically, it also identified the students’ needs in writing skill activity in terms of learning difficulties in writing activity, students’ preferred materials and activities, and students’ responses to teacher’s performance in writing activities. It aims to see the gap results in desired result and current performance and finding out the ways to fill the gap. The questionnaire on need analysis was administrated to 20 students of class XI IPA 2 of SMAN 3 Kendari, South East Sulawesi. There are some major findings on the study, they are (1) students need a more detailed explanation about writing process, such as explanation on how to begin a writing, find ideas to be written, organize paragraph in a logical order, evaluate and revise the writing, (2) students need various topics of writing (3) students need more attractive learning activities, such as they can put in individual work, pair work and group work, and the last (4) students need the teacher to provide appropriate feedback on their writing.

The Effectiveness of Collaborative Writing Strategy in Improving Essay Writing Skills of University Students in the EFL Context La Ode Nggawu; Desy Liliani Husain; Sitti Agustina; Yustih Yasin
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2738

Essay writing skills are able to predict a person's success in higher education because the processes involved when composing it are indeed able to hone the abilities or skills of a student in academic life. This study aims to improve the essay writing skills of English Education students by applying the collaborative writing strategy. Classroom Action Research design is applied to answer the research questions, and then there are two cycles conducted successfully in the research. Each cycle consists of several stages, namely planning, implementation, observation, and evaluation, divided into three meetings. The research data were collected by assessing students’ writing in each cycle and analyzed using the band score from NCTE. The study results indicate an increase in the quality of students' essay writing skills after doing the writing process through Collaborative Writing in several aspects of writing. The effectiveness of this strategy was seen that more than 75% of students involved got their writing scores improved. It proves that the fruitful collaboration and interaction among students in collaborative work enhances the quality of writing, making it better and worth reading.

Utilization of Digital Technology in Children's Education to Enhance Creative and Interactive Learning Ika Agustina; Lailan Aprina Siregar; Desy Liliani Husain; Asfahani Asfahani; Pahmi Pahmi
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 10 No. 2 (2023): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v10i2.6970

The use of digital technology requires creativity and interaction between users. This is to support the implementation of good learning. This study aims to determine the impact of using digital technology in the context of children's learning on increasing creativity and interaction. Researchers used a qualitative approach with data collection techniques through observation, interviews, and documentation. Data analysis techniques followed the stages of Miles and Humbermen analysis, namely data collection, data reduction, data presentation, and verification. Content analysis and thematic analysis were used to analyze the data collected and identify common and thematic patterns related to the use of digital technology in children's education. The results show that the use of digital technology in children's education has great potential in enhancing creative and interactive learning. Educational games, visual simulations, and interactive multimedia content allow children to think creatively, collaborate, and interact more deeply with learning materials. However, the research also emphasizes the need to balance the use of technology and real social interaction, as well as the selection of developmentally appropriate content. So, the results of this research can be important information for schools that the use of digital technology affects creativity and interaction between teachers and students.

Student Narratives on the Use of Artificial Intelligence to Enhance Creativity and Academic Writing Skills Desy Liliani Husain; Rahayu Rahayu; Hanna Hanna
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3574

Background. The increasing integration of artificial intelligence (AI) into higher education has transformed students' approaches to learning, particularly in academic writing. While previous studies have primarily examined the effectiveness of AI-assisted writing, limited attention has been given to students' own narratives and lived experiences regarding how these technologies shape their creativity, confidence, and writing practices. Purpose. This study explores student narratives on the use of artificial intelligence tools to enhance creativity and academic writing skills. Specifically, it examines how undergraduate students at Halu Oleo University, Kendari, Southeast Sulawesi, describe their experiences of using AI writing tools in academic writing courses, focusing on idea generation, writing organization, language improvement, creative engagement, and self-confidence. Method. This study employed a qualitative narrative approach involving fifteen undergraduate students enrolled in an Academic Writing course. Data were collected through in-depth semi-structured interviews and analysis of students' reflective writing samples. Results. The findings reveal that students consistently described AI tools as valuable learning companions that facilitated idea generation, improved text organization, refined language quality, and strengthened confidence throughout the writing process. Their narratives also demonstrated increased creative engagement and greater willingness to revise and develop academic texts. Conclusion. Student narratives suggest that artificial intelligence can serve as a meaningful pedagogical resource for enhancing creativity and academic writing skills when integrated within a supportive instructional framework. The findings emphasize that AI should complement rather than replace students' critical thinking and creative processes.

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