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All Journal English Review: Journal of English Education BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Journal of Research in Instructional Indonesian Journal of Community Empowerment English Education and Applied Linguistics Journal (EEAL Journal) ANUFA ASEAN Journal of Educational Research and Technology
Fajriah, Yustika Nur
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating Generative Artificial Intelligence (AI)-Based Multimodal Learning in Education to Enhance Literacy Aligned with Sustainable Development Goals (SDGs) Nurjamin, Asep; Nurjamin, Lucky Rahayu; Fajriah, Yustika Nur; Nurjamin, Aisyah Khoerunnisa; Firdaus, Hijrin Ahmad
ASEAN Journal of Educational Research and Technology Vol 5, No 1 (2026): (ONLINE FIRST) AJERT: VOLUME 5, ISSUE 1, March 2026
Publisher : Bumi Publikasi Nusantara

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Abstract

This study aimed to investigate the integration of artificial intelligence (AI)-based multimodal learning in education to enhance students’ literacy in alignment with Sustainable Development Goals. A quasi-experimental design was employed with elementary students who participated in lessons supported by teacher modelling and AI scaffolding. The intervention was implemented through literacy tasks focusing on descriptive writing and multimodal expression. The results indicated that students improved in their ability to construct coherent descriptive texts enriched with visual elements, demonstrating progress in vocabulary use and multimodal literacy. These findings are significant because the combination of teacher guidance and AI feedback strengthened the learning process by connecting linguistic concepts with meaningful tasks. The study highlights the impact of aligning educational innovations with Sustainable Development Goals (SDGs), showing that AI-assisted multimodal learning can foster student-centered pedagogy, improve literacy development, and provide sustainable pathways for integrating digital technologies into education.
Enhancing Students’ Procedure Text Writing Through Differentiated Learning and the Genre-Based Approach: A Classroom Action Research Rachmani, Rafsya; Fajriah, Yustika Nur; Munawir, Ahmad Farhi; Kartika, Hilda Sry; Irsyad, Muhammad Zanuar; Al-Awwal, Rijal Hengki Adil
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 11 No. 1 (2025): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v11i1.2282

Abstract

This study examines the impact of differentiated learning through varied instructional delivery methods on students’ ability to write Procedure Texts. The research was prompted by the need to address students’ diverse learning preferences and interests in the teaching and learning process. While differentiated instruction has been widely recognized as an effective pedagogical approach, limited research has explored its specific influence on students' development in writing skills, particularly in the context of Procedure Texts. To bridge this gap, the study was conducted using a two-cycle Classroom Action Research (CAR) design, incorporating three primary instruments: tests, observations, and interviews. The research participants consisted of thirty twelfth-grade students with four focused participants from a senior high school in Garut. The findings indicate that differentiated learning, which involves tailored instructional strategies for visual learners, read/write learners, auditory learners, and kinesthetics learners, significantly enhances students’ capacity to produce well-structured Procedure Texts. The study specifically highlights improvements in students’ understanding and application of genre moves and language features, demonstrating that customized learning approaches effectively support their writing development. Peculiarly, students could show their improvements in putting the complete generic structure and linguistic features, covering goals, materials/tools, stages, present tense, connectors, adverbials, and imperative sentences. Notably, the achievement rate increased significantly from 56% to 100%, indicating that all students were able to fully apply these elements in their procedural texts. The results underscore the importance of implementing differentiated instruction to cater to students’ individual learning styles, ultimately fostering their academic growth and writing proficiency. This study contributes to the existing body of knowledge on differentiated instruction and offers valuable insights for educators seeking to optimize writing instruction through adaptive teaching strategies.
Exploring college students’ technostress phenomenon in using ed-tech Yunita, Sri; Susilawati, Susilawati; Riniawati, Rina; Fajriah, Yustika Nur
Journal of Research in Instructional Vol. 3 No. 2 (2023): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v3i2.280

Abstract

The intense use of technology might lead students to technostress. The present study intends to figure out the technostress experienced by university students on educational technology (ed-tech) used in their academic environment and the factors underlying the stress. A qualitative approach with a case study method was used to investigate those issues. An open-ended questionnaire was administered to gather the data. 46 students in the 5th semester majoring in the management study program of one private college in Garut, West Java, participated in this study. The findings revealed that from the facets of technostress, most of the students do not experience intense technostress due to habitual use of ed-tech, campus reasonable policy or demand, simplicity of university-proposed technology, lecturers' instructions, and peer abetment. However, the rest of the participants feel the force of using ed-tech, which is attributable to the shortage of campus facilities, the absence of comprehensive ed-tech guidance, lecturers' tendency for traditional instruction, the students’ insufficient technological competence, the matter of self-confidence and motivation, and health concerns. Potential implications for higher education institutions as the policymakers are discussed.
Co-Authors Adiansyah, Adi Afgany, Dea Marwah Agus Mulyanto Al-awwal, Rijal Hengki Adil Ar, Ismiati Annur Husnaeni Asep Nurjamin ASEP SUPARMAN Dya, Dya Fifian, Fifian Firdaus, Hijrin Ahmad Ghandy, Ghandy Grizela, Winda Hemalia, Hemalia Hendardi, Henda Hidayat, R. Rizkiki Azkia Hilda Hilda Humairah, Nenden Nur Irsyad, Muhammad Zanuar Isnawati Isnawati Janwar, Asyilla Agustina Mustika Kartika, Hilda Sry Meilani, Zihan Fauziah Munawir, Ahmad Farhi Nugraha, Irsyad Nurjamin, Aisyah Khoerunnisa Nurjamin, Lucky R. Nurjamin, Lucky Rahayu Nursalam, Hafidatun Pratiwi, Ma’rifah Nur Purbo, Zamtrio Rachmani, Rafsya Rahim, Norani Abd Rahmiadji, Asti Rina Riniawati Soni, Mohammad Soni, Muhammad Sri Yunita Susilawati, Susilawati Vinh, Hoang Thi Tuong