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All Journal Journal of English and Education Aktiva : Jurnal Akuntansi dan Investasi Dinasti International Journal of Economics, Finance & Accounting (DIJEFA) Yayasan Cita Cendikiawan Al Khwarizmi Akuntansi Bisnis & Manajemen (ABM) Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Journal of Accounting and Finance Management (JAFM) Governors Journal of Economics, Accounting, Tax and Management
Prasetya, Rizky
State Polytechnic Of Malang, Malang, Indonesia
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Menyokong Kewirausahaan Komunitas Melalui Peningkatan Pemahaman Analisis Kelayakan Usaha Dan Aspek Keuangan Sederhana Miharso, Apit; Prasetya, Rizky; Zandra, Rosy Aprieza Puspita; Kartiko, Galuh; Wahyuni, Hesti
Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Vol. 5 No. 6 (2025): November 2025 - Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat
Publisher : Indonesian Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59395/altifani.v5i6.896

Abstract

Masyarakat Kelurahan Dinoyo, meskipun terletak di tengah kota dan dikelilingi oleh beberapa perguruan tinggi ternama di Malang, masih menghadapi tantangan dalam mencapai kesejahteraan ekonomi. Keberadaan perguruan tinggi ini membuka peluang wirausaha yang belum sepenuhnya dimanfaatkan oleh masyarakat setempat. Program Pengabdian kepada Masyarakat (PPM) ini bertujuan untuk memberikan solusi melalui pelatihan dan pendampingan mengenai studi kelayakan usaha dan aspek keuangan dalam memulai atau mengelola usaha. Kegiatan ini diharapkan dapat meningkatkan motivasi masyarakat untuk berwirausaha serta memberikan pemahaman yang mendalam mengenai analisis kelayakan dan manajemen keuangan, sehingga dapat meminimalisir risiko yang mungkin timbul. Hasil evaluasi menunjukkan bahwa program ini berhasil mencapai tujuannya, dengan tingkat kepuasan peserta dan mitra yang tinggi. Kesimpulannya, pelatihan ini tidak hanya meningkatkan keterampilan, tetapi juga mendorong kemandirian dalam berwirausaha.
Comparative analysis of ChatGPT and Grammarly in supporting grammar correction and writing development in EFL students Prasetya, Rizky; Syarif, Achmad; Mayof, Adnan
Journal of English and Education (JEE) Vol. 12 No. 1 (2026): VOLUME 12 NO 1 MAY 2026
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v12i1.44160

Abstract

This study investigates the effectiveness of ChatGPT and Grammarly as AI-powered tools for providing corrective feedback and supporting academic writing development among English as a Foreign Language (EFL) university students. A mixed-methods quasi-experimental design was employed, involving 300 participants divided into two experimental groups: one using ChatGPT and the other using Grammarly, over a four-week intervention period. Data were collected through perception questionnaires, writing tasks, grammar correction accuracy analysis, and student reflection journals. Descriptive statistics and paired samples t-tests indicated that students perceived ChatGPT to be more effective in improving grammar, increasing confidence, and enhancing understanding of grammar rules. Simultaneously, both tools were similarly rated in terms of clarity of feedback. The Wilcoxon Signed-Rank Test revealed that ChatGPT significantly outperformed Grammarly in terms of correction accuracy across most grammar categories. A Chi-square test of independence confirmed a statistically significant association between tool use and correction performance according to error type. Thematic analysis of student reflections identified five key themes: awareness of grammar rules, writing confidence, vocabulary and style, motivation to improve, and learning autonomy. ChatGPT was more closely associated with deeper learning and critical engagement, whereas Grammarly was valued for quick, surface-level corrections. Overall, the findings suggest that while both tools contribute to EFL writing development, ChatGPT offers greater pedagogical value through its interactive and explanatory feedback, making it a more effective tool for fostering writing improvement and learner autonomy in academic contexts.
Co-Authors Achmad Syarif Alif Faruqi Febri Yanto Apit Miharso Apriana Rahmawati Asdani, Andi Candrawati, Triesti Faruqi Febri Yanto, Alif Galuh Kartiko Handayani Soedarso, Elvyra Harvanda, Veriza Norma Hesti Wahyuni, Hesti Indri Wulandari, Indri Ludfillah, Novrida Qudsi Mayof, Adnan Nugrahani, Novi Nurfitriasih, Dyah Metha Ratnadewati, Nabilla Carissa Rosy Aprieza Puspita Zandra Syuliswati, Atika