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All Journal Journal of English Teaching and Applied Linguistics (JETAL) JURNAL ILMIAH EDUKATIF Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Saqbe : Jurnal Sains dan Pembelajarannya
Hasanuddin, Nurqadriyanti
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Religion Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Inovasi Metodologi Pengajaran Di Sekolah Dasar: Strategi Efektif Untuk Meningkatkan Kualitas Pendidikan Guru Megan Asri Humaira; Effane, Anne; Hasanuddin, Nurqadriyanti
Jurnal Ilmiah Edukatif Vol. 10 No. 2 (2024): Desember
Publisher : FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/jie.v10i2.3354

Abstract

This research explores teaching methodology innovations in primary schools as an effective strategy to improve the quality of teacher education. Innovations such as project-based approaches, flipped classroom, and digital technology integration are analysed to see their impact on teachers‘ professional development and students’ learning experience. The research method used in this study is the literature review method. The results show that the application of these new methodologies helps teachers deepen their subject matter and pedagogy, and improve their competence and motivation. Continuous support through training and seminars is essential for the successful implementation of this innovation. In addition, the innovative teaching methodology was shown to promote students' engagement and understanding, which in turn improved their academic outcomes and social-emotional skills. The findings confirm the importance of innovative teaching methodologies in creating a dynamic and high-quality learning environment in primary schools.
Do Generation Z Pre-Service ESL Teachers Perceive Artificial Intelligence Negatively? Rasch Analysis Hasanuddin, Nurqadriyanti; Amalia, Dinda Firly; Ramadhan, Teuku Muhammad Hary; Qudratuddarsi, Hilman
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 6, No 4 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v6i4.502

Abstract

This study investigates the negative attitudes of pre-service English as a Second Language (ESL) teachers toward the integration of Artificial Intelligence (AI) in education. Using a quantitative cross-sectional survey design, data were collected from 363 undergraduate students enrolled in teacher education programs. The participants completed the Negative Attitudes Toward Artificial Intelligence (NATAI) scale which was validated through expert review. Rasch model analysis was employed to examine item fit, reliability, and unidimensionality. The instrument demonstrated high internal consistency (Cronbach’s Alpha = 0.84), strong person and item reliability (0.80 and 0.98, respectively), and solid construct validity. The Wright Map revealed a moderate to high concern among students, particularly about AI's emotional and ethical implications. Differential Item Functioning (DIF) analysis based on year of study and gender showed minimal variation across groups, with third-year students expressing slightly stronger ethical concerns. A one-way ANOVA and independent t-test confirmed no significant difference in attitudes based on the year of study, suggesting uniform skepticism across cohorts. These findings imply a need for teacher education curricula to address AI literacy and integrate balanced perspectives to prepare future educators for AI-enhanced classrooms.
Unlocking the Power of ChatGPT: Students’ Interest in Asian Parliamentary Debate Classroom Syaripuddin, Rahmatullah; Rasyid, Asriadi; Darwis, Aswinda; Suhria, Suhria; Hasanuddin, Nurqadriyanti
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1690

Abstract

This study aims to measure students’ interest in using ChatGPT to teach English using the debate clinic method to improve students’ speaking skills. Descriptive quantitative research involving 14 students of the Islamic Religious Education Study Program, STAI DDI Pinrang, used a questionnaire to measure four indicators of learning interest: feelings of pleasure, interest, paying attention, and involvement. The results revealed that the student’s average score of learning interest reached 77, indicating a relatively high interest. Students’ participation in formulating and refuting arguments during debates proves that ChatGPT positively impacts the development of students’ critical thinking skills. Therefore, this study contributes to developing technology-based pedagogy, especially in academic debate. Integrating ChatGPT in the debate process allows teachers to create a more dynamic and interactive learning environment where students can be more actively involved. However, the study has several limitations. First, the limited number of samples, so generalizing the study results may not apply to a broader population. Additionally, it only focused on one study program at one institution, so the results may not reflect the situation at other institutions. Therefore, further research can explore other factors that influence learning interest, such as pedagogical aspects and technology used in the learning process.
Application of the Rasch Model for Validating Representational Systems and Chemical Reactions Diagnostic Instrument (RSCRDI) Lestari, Yusfa; Hasanuddin, Nurqadriyanti; Ira Saputri, Sukmawati; Zulfi Maulidita, Salizmi
Saqbe: Jurnal Sains dan Pembelajarannya Vol 1 No 2 (2024): Saqbe : Sains dan Pembelalajarannya (Oktober 2024)
Publisher : Universitas Sulawesi Barat

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Abstract

This study seeks to evaluate the validity and reliability of the outcomes derived from the adoption of the Representational Systems and Chemical Reactions Diagnostic Instrument (RSCRDI). This research employs a quantitative, survey-based approach, involving 69 prospective chemistry teachers at a university in Indonesia. Prior to implementation, the instrument was translated from English to Indonesian using the back-translation method. The collected data were subsequently analyzed using Winstep, yielding strong validity and reliability results. The instrument exhibited a Cronbach's alpha of 0.65, a person reliability of 0.60, and an item reliability of 0.76. Furthermore, the construct validation results were favorable, as evidenced by mean score (MNSQ), Z-standard (ZSTD), and point measure correlation (Pt Mea Corr) indices. These findings indicate that the RSCRDI is a valid and reliable instrument for assessing conceptual understanding among prospective chemistry teachers in Indonesia.
Co-Authors Amalia, Dinda Firly Anne Effane Darwis, Aswinda Ira Saputri, Sukmawati Megan Asri Humaira QUDRATUDDARSI, HILMAN Rahmatullah Syaripuddin Ramadhan, Teuku Muhammad Hary Rasyid, Asriadi Suhria, Suhria Yusfa Lestari Zulfi Maulidita, Salizmi