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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI El-kahfi : Journal of Islamic economics JOLLT Journal of Languages and Language Teaching ELP (Journal of English Language Pedagogy) Continuous Education : Journal of Science and Research Journal of English Language and Education Education Achievement: Journal of Science and Research Jurnal Dedikasia : Jurnal Pengabdian Masyarakat El-Rusyd Journal of Educational Management and Strategy INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Ahlussunnah: Journal of Islamic Education Langua: Journal of Linguistics, Literature, and Language Education
Syafitri, Widya
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Religion Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Designing Instructional Media for Islamic Boarding Schools: A Systematic Literature Review in ICT-Based ELT Triana, Devi; Syahmiarni, Syahmiarni; Sesmiarni, Zulfani; Syafitri, Widya
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.463

Abstract

The rapid integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) highlights the necessity for instructional media that are contextually relevant to diverse educational settings, including Islamic boarding schools (pesantren). This study aims to systematically review existing empirical research focusing on the design and implementation of ICT-based instructional media for ELT in pesantren environments, particularly those adopting instructional frameworks such as ADDIE and TPACK. A systematic literature review method was employed following the PRISMA protocol, examining 25 SINTA 4 indexed articles published between 2019–2025. Data extraction and thematic analysis were conducted to categorize findings based on types of media developed, pedagogical frameworks applied, student learning outcomes, and contextual challenges encountered in pesantren settings. The results reveal that most studies successfully implemented ICT-based media such as mobile learning applications, digital games, and multimedia modules, which demonstrated positive impacts on students’ English proficiency, motivation, and autonomous learning. However, challenges remain, including limited digital infrastructure, teacher ICT competence, and the need for alignment between technological tools and Islamic cultural values. This review suggests that future research should enhance technology acceptance models among pesantren educators and strengthen ICT professional development to optimize ELT innovation in Islamic boarding schools. The study contributes both theoretically and practically by providing updated insights and identifying research gaps in ICT-based media design within pesantren contexts.
A Qualitative Literature Review on the Integration of ICT in Education: Challenges, Opportunities, and Future Directions Yovi, Febri Yonanda; Zulfahmi, Ali Mal; Syafitri, Widya; Sesmiarni, Zulfani
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.465

Abstract

The use of Information and Communication Technology (ICT) in English language learning at the primary school level is becoming increasingly important in line with digital developments and the demands of the Merdeka Curriculum. This study aims to analyze the effectiveness of Information and Communication Technology (ICT) in improving English proficiency among primary school students through a directed literature review of three experimental studies. These studies examine the use of visual media, interactive multimedia, and game-based learning as Information and Communication Technology (ICT) based learning approaches. Data were analyzed using thematic-comparative techniques to identify patterns across findings. The analysis shows that Information and Communication Technology (ICT)consistently has a positive impact on improving vocabulary, listening skills, speaking skills, and student motivation. Visual media proves effective in supporting basic vocabulary acquisition, interactive multimedia enhances listening and speaking performance, while game-based learning significantly boosts motivation and student interaction. This study concludes that systematic Information and Communication Technology (ICT) integration has strong potential to improve the quality of English learning at the primary level. The study recommends selecting Information and Communication Technology (ICT) media appropriate to learning objectives and providing teacher training to optimize Information and Communication Technology (ICT) use in classroom settings.
Exploring Teachers’ Experiences in Integrating SAMR-Based Adaptive Technology in Primary English Reading–Writing Instruction Syukran, Rahmat; Adriansyah, Adriansyah; Alimir, Immatul Jannah; Syafitri, Widya; Sesmiarni, Zulfani; Bayu, Eka Pasca Surya
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.535

Abstract

The implementation of educational technology often remains at the level of substituting conventional media, rather than reflecting a deeper understanding of adaptive technology and its potential to transform learning processes. This qualitative descriptive study employed an exploratory approach to investigate English teachers’ experiences and perceptions regarding the integration of SAMR-based adaptive technology in integrated reading–writing instruction at the primary level. Data were collected through semi-structured interviews, classroom observations, and document analysis involving primary school English teachers and were analyzed using the interactive model proposed by Miles, Huberman, and Saldana. The findings reveal that technology integration predominantly occurs at the Substitution (S) and Augmentation (A) levels of the SAMR framework, with limited evidence of modification or redefinition in instructional practices. This indicates that the transformative potential of SAMR-based adaptive technology has not yet been optimally realized in integrated primary literacy instruction. Strengthening teachers’ digital pedagogical competencies and reconceptualizing technology integration as a means of restructuring learning processes are therefore essential to support more meaningful, contextually relevant literacy learning aligned with 21st-century educational demands.
AI-Mediated Digital Formative Assessment, EFL Writing: Validity, Teacher Digital Literacy, Ethical Implications. Utari, Zeli; Sesmiarni, Zulfani; Syafitri, Widya
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1775

Abstract

The integration of Artificial Intelligence (AI) in formative assessment practices has transformed how English as a Foreign Language (EFL) writing is taught and evaluated. This study employs a qualitative Systematic Literature Review (SLR) guided by the PRISMA protocol to explore empirical and conceptual studies on AI-mediated digital formative assessment, focusing on three key dimensions: validity, teacher digital literacy, and ethical implications. From an initial pool of 237 studies published between 2018 - 2025, 22 studies met the inclusion criteria. A narrative synthesis revealed that while AI tools enhance feedback immediacy and data-driven decision-making, issues of construct validity, teacher competence in AI-based feedback interpretation, and ethical concerns - such as bias and data privacy - remain unresolved. The review concludes that the effective implementation of AI-mediated assessment requires not only technological readiness but also a deep pedagogical understanding and ethical awareness among teachers.
The Correlation of Students Digital Reading Attitude and their Reading Comprehension at 3rd Semester of English Education Department in UIN Bukittinggi Alvianis, Fara; Safitri, Loli; Eliza, Eliza; Syafitri, Widya
Continuous Education: Journal of Science and Research Vol. 6 No. 3 (2025)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v6i3.3234

Abstract

This research aimed to investigate the correlation between students’ digital reading attitude and their reading comprehension at the third semester of the English Education Department at UIN Bukittinggi. The study employed a quantitative correlational design involving 54 students as the sample. Data were collected using a digital reading attitude questionnaire adapted from Putman’s reading attitude model and a reading comprehension score obtained from a validated reading test. The data were analyzed using descriptive statistics and Spearman’s rho correlation due to the non-normal distribution of the data. The findings indicated that students’ digital reading attitude obtained a mean score of 59.85, while their reading comprehension achieved a mean score of 83.2. The correlation analysis revealed a positive correlation between digital reading attitude and reading comprehension (r = 0.294, p < 0.05). These results indicate that students’ digital reading attitude is associated with their reading comprehension. Therefore, integrating digital reading materials and strategies into English instruction is recommended to support students’ reading comprehension development.
THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT EIGHTH GRADE STUDENTS OF MTSN 9 PADANG PARIAMAN Antonio, Rayhan; Syahrul, Syahrul; Syafitri, Widya; Lismay, Leli
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46228

Abstract

This study was grounded in the problems encountered by eighth-grade students in comprehending narrative texts. These problems included difficulties in making predictions, limited vocabulary mastery, and low learning motivation, which consequently led to passive reading and the lack of activation of prior knowledge. Such conditions highlighted the need for an appropriate instructional strategy; therefore, the Directed Reading Thinking Activity (DRTA) strategy was implemented to promote active reading, prediction, and critical thinking. This study aimed to determine the effect of the DRTA strategy on students’ reading comprehension. A quantitative approach with a quasi-experimental design was employed. The population was all eighth-grade students of MTsN 9 Padang Pariaman, and the sample was determined by using cluster random sampling. The instrument was a reading comprehension test in the form of multiple-choice questions administered in pre-test and post-test. The results showed that the DRTA strategy had a significant effect on students’ reading comprehension, as students taught using DRTA achieved better results than those taught using conventional methods. In addition, the implementation of DRTA increased students’ participation, motivation, and engagement in the learning process.
Co-Authors Adriansyah Adriansyah Alber Alfayazi, Mhd Iqbal Alimir, Immatul Jannah Alvianis, Fara Amiza, Elsi Amna, Lailal Antonio, Rayhan Ardila, Lia Azkiyah, Hayatul Bayu, Eka Pasca Surya Cendikia, Annisa Dewi, Merry Prima Eliza Eliza Eliza, E Fadhillah, Nur Fahira, Hasra Fatimah, Leni Febria Sri Artika Febriani, Lidya Febrina, Reni fitria ningsih Hafiza, Maqsuratun Harbi, Malta Yana Havid Ardi Indah Wulandari Istrada, Erik Junaidi Junaidi Laila, Yulia Lismay, Leli M. Yogi Riyantama Isjoni Melani, Melyann Natalia, Melisa Nawir, Erna Nofrianti, Monika Nur ‘Azah Nurhalijah, Siti Nurhalimatussakdiah, Nurhalimatussakdiah Putri, Hilma Pami Rahman, Muthia Raihani, Nurul Rika Widianita Rizki, Imelda Safitri, Loli sakti, genta Siswahyudianto Susanti, Mimi Syahmiarni, Syahmiarni Syahrul Syahrul Syahrul Syam, Hidayani Syukran, Rahmat Triana, Devi Utami, Mega Tri Utari, Zeli Veni Roza Yovi, Febri Yonanda Zaim, M Zulfahmi, Ali Mal Zulfani Sesmiarni Zulmen, Nurhadia Binti