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Pengembangan Alat Pengusir Hama Burung dan Pengukur PH Tanah Otomatis Terintegrasi IoT Untuk Meningkatkan Hasil Pertanian Kelompok Tani Mangunsari Fathoni, Khoirudin; Suni, Alfa Faridh; Seinsiani, Izzati Gemi; Fauzi, Muhammad Alvan; Wardhana, Raditya Wisnu; Prasetyo, Yogi; Arlinto
Indonesian Journal of Conservation Vol. 13 No. 2 (2024): Desember 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijc.v13i2.11687

Kelompok Tani Ngambarsari terletak di Mangunsari Kota Semarang Jawa Tengah mengalami permasalahan pertanian yaitu serangan hama burung pipit dan ketidaksesuaian tingkat keasaman tanah. Solusi permasalahan ini berupa alat pengusir hama burung dengan sensor pH berbasis Internet of Things (IoT). Alat ini menggunakan energi surya dan diakses melalui aplikasi smartphone. Metode pelaksanaan mencakup pembentukan tim, survei, desain perancangan alat, pembuatan alat dan aplikasi, uji coba, pembuatan buku pedoman, sosialisasi, implementasi, dan evaluasi. Hasil pengujian menunjukkan peningkatan signifikan dalam produktivitas pertanian. Alat ini dapat meningkatkan hasil panen gabah menjadi beras dari 55% menjadi 60% dalam 90 m2, dengan keuntungan 177,12 kg beras per 90m2 dibandingkan dengan kondisi sebelumnya. Implementasi sensor pH tanah pada alat ini membantu petani dalam mengelola pupuk dengan mengontrol tingkat keasaman tanah secara real-time.

FOSTERING INTRINSIC MOTIVATION IN EFL LEARNERS THROUGH DUOLINGO’S GAMIFICATION: A QUALITATIVE STUDY Amalia, Lena; Seinsiani, Izzati Gemi
Jurnal Wawasan Pendidikan Vol 6, No 1 (2026)
Publisher : Fakultas Ilmu Pendidikan, Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jwp.v6i1.26797

Motivation plays a crucial role in English as a Foreign Language (EFL) learning, particularly in contexts with limited exposure to English outside the classroom. Although gamified language learning applications such as Duolingo are widely used, previous studies have largely emphasized extrinsic motivation and quantitative approaches. This study aimed to explore how Duolingo’s gamification fosters intrinsic motivation in EFL learners through the lens of Self-Determination Theory, focusing on autonomy, competence, and relatedness. A descriptive qualitative design was employed involving ten seventh-semester EFL university students from Universitas Negeri Semarang who were active Duolingo users. Data were collected through semi-structured interviews and an SDT-based questionnaire and analyzed using thematic analysis. The findings indicate that Duolingo’s gamification supports intrinsic motivation by creating an enjoyable, flexible, and engaging learning environment. Most participants reported using Duolingo primarily for personal enjoyment rather than external rewards, suggesting a shift toward intrinsic motivation. Autonomy and competence emerged as the most influential factors, while relatedness showed varied effects among learners. Overall, this study provides qualitative evidence that supporting learners’ psychological needs through gamification can enhance intrinsic motivation in EFL learning contexts.Keyword: Duolingo; EFL learners; intrinsic motivation; Self-Determination Theory

TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION FOR SLOW LEARNERS IN INCLUSIVE PUBLIC SECONDARY SCHOOLS Hariyati, Efa Nur; Seinsiani, Izzati Gemi
Jurnal Wawasan Pendidikan Vol 6, No 1 (2026)
Publisher : Fakultas Ilmu Pendidikan, Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jwp.v6i1.26331

This study examines the strategies and challenges faced by teachers in teaching reading comprehension to slow learners in inclusive classrooms at a public secondary school in Semarang, Central Java. Utilizing a qualitative research design, data were collected through classroom observations using a checklist, as well as semi-structured interviews with two English teachers who teach inclusive classes in grades 7 and 8. Slow learners participated passively during the classroom observations. The data were analyzed thematically to identify patterns related to instructional strategies and challenges. The findings indicate that teachers implement various strategies to enhance reading comprehension for slow learners, including differentiated instruction through individualized lesson planning, the use of visual and audio media, vocabulary-focused instruction through drilling, scaffolding through step-by-step reading activities, and peer teaching. However, teachers also encountered several challenges, such as a lack of specific guidelines for inclusive education, limited time and class management issues, and students’ limited concentration and motivation. These findings contribute to the existing research on inclusive English language teaching and offer practical strategies for improving reading comprehension for slow learners in inclusive classrooms.

The Role of Sharing Phase in Think-Pair-Share Technique in Promoting Deep Learning and Student’s Speaking Confidence: A Qualitative Study Sonya, Putri; Seinsiani, Izzati Gemi
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.v11i1.2061

In the context of global communication, student’s speaking confidence and deep learning have become essential competencies in the EFL classroom. However, many Indonesia students still experience high affective barriers during speaking activities, while previous studies have largely focused on the overall effectiveness of cooperative strategies rather than specific instructional stages. This study aims to explore the role of the Sharing phase in the Think-Pair-Share technique in promoting deep learning and students’ speaking confidence. Employing a descriptive qualitative design, data were collected through classroom observations, learning experience questionnaires, and semi-structured interviews. The findings reveal that the Sharing phase reduces speaking anxiety through social validation, enhances students’ confidence, and supports deep learning by encouraging idea reconstruction and reflective communication. The study concludes that the Sharing phase functions as a critical pedagogical stage that integrates emotional safety with cognitive development in the EFL speaking classrooms.

FOSTERING INTRINSIC MOTIVATION IN EFL LEARNERS THROUGH DUOLINGO’S GAMIFICATION: A QUALITATIVE STUDY Amalia, Lena; Seinsiani, Izzati Gemi
Jurnal Wawasan Pendidikan Vol 6, No 1 (2026): FEBRUARI 2026
Publisher : Fakultas Ilmu Pendidikan, Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jwp.v6i1.26797

Motivation plays a crucial role in English as a Foreign Language (EFL) learning, particularly in contexts with limited exposure to English outside the classroom. Although gamified language learning applications such as Duolingo are widely used, previous studies have largely emphasized extrinsic motivation and quantitative approaches. This study aimed to explore how Duolingo’s gamification fosters intrinsic motivation in EFL learners through the lens of Self-Determination Theory, focusing on autonomy, competence, and relatedness. A descriptive qualitative design was employed involving ten seventh-semester EFL university students from Universitas Negeri Semarang who were active Duolingo users. Data were collected through semi-structured interviews and an SDT-based questionnaire and analyzed using thematic analysis. The findings indicate that Duolingo’s gamification supports intrinsic motivation by creating an enjoyable, flexible, and engaging learning environment. Most participants reported using Duolingo primarily for personal enjoyment rather than external rewards, suggesting a shift toward intrinsic motivation. Autonomy and competence emerged as the most influential factors, while relatedness showed varied effects among learners. Overall, this study provides qualitative evidence that supporting learners’ psychological needs through gamification can enhance intrinsic motivation in EFL learning contexts.Keyword: Duolingo; EFL learners; intrinsic motivation; Self-Determination Theory

TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION FOR SLOW LEARNERS IN INCLUSIVE PUBLIC SECONDARY SCHOOLS Hariyati, Efa Nur; Seinsiani, Izzati Gemi
Jurnal Wawasan Pendidikan Vol 6, No 1 (2026): FEBRUARI 2026
Publisher : Fakultas Ilmu Pendidikan, Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jwp.v6i1.26331

This study examines the strategies and challenges faced by teachers in teaching reading comprehension to slow learners in inclusive classrooms at a public secondary school in Semarang, Central Java. Utilizing a qualitative research design, data were collected through classroom observations using a checklist, as well as semi-structured interviews with two English teachers who teach inclusive classes in grades 7 and 8. Slow learners participated passively during the classroom observations. The data were analyzed thematically to identify patterns related to instructional strategies and challenges. The findings indicate that teachers implement various strategies to enhance reading comprehension for slow learners, including differentiated instruction through individualized lesson planning, the use of visual and audio media, vocabulary-focused instruction through drilling, scaffolding through step-by-step reading activities, and peer teaching. However, teachers also encountered several challenges, such as a lack of specific guidelines for inclusive education, limited time and class management issues, and students’ limited concentration and motivation. These findings contribute to the existing research on inclusive English language teaching and offer practical strategies for improving reading comprehension for slow learners in inclusive classrooms.

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