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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Journal of Educational Research (IJER) DWIJA CENDEKIA: Jurnal Riset Pedagogik JTP - Jurnal Teknologi Pendidikan ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Ethical Lingua: Journal of Language Teaching and Literature These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Journal of Education Research REGISTER JOURNAL

Nur Arifah Drajati

Unknown Affiliation

Author-ID : 2262120

Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 14 Documents Claim Missing Document

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Articles

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The Teacher Written Corrective Feedback Practices in EFL Writing Classroom Dyah Fitri Mulati; Joko Nurkamto; Nur Arifah Drajati
IJER (Indonesian Journal of Educational Research) Vol. 3 No. 2 (2018)
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

[Understanding Teacher Written Corrective Feedback Practices in EFL Writing Classroom] Feedback is widely applied as the scaffolding learning techniques in the field of second and foreign language writing. This significance has also been recognised as a form of the students’ improving control over composing skills key element that is acknowledged as the process-based classroom. However, there is less published literature about how secondary teacher in EFL context responds to the students’ writing. Further, little is known about why teachers respond the writing in the ways they do, and the factors behind the current feedback practices. Therefore, this study addressee the tensions in the written corrective feedback type and strategy applied at a secondary school involving a teacher as its participant. It was designed as a case study aiming at (1) examining the actual feedback practice and its reason, (2) describing factors that shape teacher’s current practice in providing written corrective feedback. The data were gathered by document analysis and using interview adapted from Lee (2009) consisting of five items related to the actual practices in written corrective feedback type and strategy, followed by factors that shape those practices. The findings showed that teacher was favoured to use indirect, uncoded, hints and selective written corrective feedback. In addition, two factors were found taking the responsibility of those current practices.

An English Teacher's Autobiography of Using Digital Multimodal Composing in Teaching Writing to Vocational Students Dyah Retno Wulan; Nur Arifah Drajati; Slamet Supriyadi
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 6, No 3 (2022): DWIJA CENDEKIA: Jurnal Riset Pedagogik
Publisher : Universitas Sebelas Maret

This study is an autobiography of the author's experience as an English teacher teaching 12th graders digital multimodal composing (DMC). I have been teaching vocational high school students for seventeen years in one of Indonesia's vocational high schools. I am still looking for the best way to develop the writing skills of vocational high school students. I want to alter their perceptions of writing. It is essential to create a fun and meaningful writing process both inside and outside the classroom. Students born in the twenty-first century, the digital generation, and modern students. DMC as the textual practice entails using digital tools to generate text by combining various semiotic modes. Each mode is meaningful and serves a purpose. As a teacher, I can create any digital mode based on my students' needs and knowledge. This study used the narrative inquiry method to explore and reflect on the story of the teacher.

Pengalaman Mentor dalam Memberikan Umpan Balik Efektif selama Program Pengembangan Profesi untuk Guru EFL Eric Dheva Tachta Armada; Nur Arifah Drajati; Sumardi Sumardi
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 6, No 3 (2022): DWIJA CENDEKIA: Jurnal Riset Pedagogik
Publisher : Universitas Sebelas Maret

Perceived Quality of Home Literacy Practice in Elementary School Students’: Parents’ Roles Toward Students’ Reading Literacy Achievement Liana Mumrikoh; Djono; Nur Arifah Drajati
International Conference on Elementary Education Vol. 5 No. 1 (2023): Proceeding The 5th International Conference in Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar

The pandemic COVID-19 that began in 2019 has changed the learning system. During the pandemic, parental involvement contributes to students' academic performance, including reading literacy. Besides that, based on the research results from students’ tests in PISA 2018 and Puspendik reveals data that nationally homogeneous distribution of in students' reading literacy ability in Indonesia is 46.83 in the poor category. This research aims to examine relationship among parents’ education, family literacy practice, and students’ achievement of reading literacy in fifth grade. Data were collected through questionnaires and interviews. Participants involved were parents and teachers of fifth-grade students from nearby elementary schools in Surakarta. Data presentation (summary and code) and conclusions are used to analyze the data. Results of this study indicate that parental involvement is very important for the success of children's learning, especially reading literacy skills for pupils of elementary schools. They believe that directing, controlling, motivating, and reviewing children's assignments and influences on increasing their learning outcomes. It is expected to contribute the positive social change by providing useful information that can assist schools and teachers develop effective strategies to encourage parental involvement in home literacy and it has an impact on improving student academic outcomes at school.

Pengembangan E-Modul berbasis Multimodal untuk Mendukung Keterampilan Berbicara Bahasa Inggris Siswa Saeful Bachrudin; Nur Arifah Drajati; Eka Budhi Santosa
Journal of Education Research Vol. 4 No. 4 (2023)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v4i4.510

Rendahnya performa belajar disebabkan karena kurangnya pendekatan pembelajaran. Penggunaan modul elektronik atau e-modul dalam konteks pembelajaran memungkinkan para guru untuk mengatasi tantangan dalam pembelajaran dan meningkatkan kemampuan kreatif peserta didik. E-modul sering kali mengadopsi pendekatan penyampaian digital multimodal guna menciptakan pengalaman belajar yang berarti dan efektif.. Penelitian ini bertujuan untuk mendukung keterampilan berbicara bahasa siswa melalui pengembangan e-modul berbasis multimodal. Penelitian ini menggunakan Jenis Penelitian ini mengadopsi pendekatan Desain dan Pengembangan atau Design and Development. yaitu pengembangan dengan menggunakan model empat D. Subjek yang terlibat dalam penelitian ini yakni ahli mata pelajaran, ahli desain pembelajaran, ahli media pembelajaran, serta lima orang siswa sebagai subjek uji coba perorangan. Pengumpulan data dalam penelitian dilakukan dengan angket dan wawancara. Data yang diperoleh kemudian dianalisis dengan menggunakan analisis deskriptif kualitatif dan deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa bahan ajar e-modul yang dikembangkan berada dalam kualifikasi sangat baik, sehingga sangat layak untuk dikembangkan dan dibelajarkan kepada peserta didik.

Pengembangan Media Digital Storytelling berbasis Multimodal untuk Membangun Kepercayaan Diri Anak Usia Dini Syifa Azzah Hafidhoh; Nur Arifah Drajati; Fatma Sukmawati
Journal of Education Research Vol. 4 No. 4 (2023)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v4i4.574

Anak usia dini sering kali tidak percaya diri dalam belajar. Penelitian ini bertujuan untuk mengembangkan media digital storytelling berbasis multimodal sebagai alat Pendidikan yang efektif untuk menumbuhkan kepercayaan diri anak usia dini. Digital storytelling merupakan salah satu alat yang dapat digunakan untuk membangun rasa percaya diri anak usia dini. Guru atau Pendidik menggunakan digital storytelling sebagai alat motivasi untuk menarik perhatian siswa dan meningkatkan minat anak usia dini dalam mencari ide-ide baru. Penelitian ini mengunakan Research and Development dengan model pengembangan empat D. Tahap ujicoba melibatkan 10 anak usia dini yang ingin mengetahui seberapa efektif media digital storytelling. Hasil penelitian pengembangan mencakup validasi ahli media, ahli materi, dan respons anak usia dini. Validasi ahli media masing-masing memenuhi kriteria tinggi. Berdasarkan hasil analisis, dapat disimpulkan bahwa media digital storytelling berbasis multimodal sangat bermanfaat dan dapat menumbuhkan kepercayaan diri anak usia dini. Oleh karena itu, dapat digunakan sebagai inovasi pembelajaran baru di masa mendatang

Development And Validation of An Educational Website On Teaching Materials To Enhance Preschool Teachers' Teaching Skills, in Digital Era Abdi Mohamed, Ahmed; Sunardi; Nur Arifah Drajati
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 1st International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v1i.19120

Preschool teachers in Mogadishu, Somalia, face significant challenges due to limited access to quality and relevant teaching materials, hindering effective instruction and early childhood development. This study addresses the issue by developing an educational website aimed at enhancing teaching skills. Using the Research and Development (R&D) method with the ADDIE model, the study focused on the design and development phases. Validation data were obtained from three educational technology experts and three material experts via validation forms assessing components such as e-books, assessment tools, and teaching tips. Teaching materials were evaluated based on quality, usability, functionality, and educational content. Material experts rated the website at 4.3, classifying it as “very valid” and ready for use without revision. Media experts rated the site 4.1, suggesting minor grammatical corrections and more engaging animations, which were implemented. Stage 2 validation confirmed the website’s readiness for classroom use. The study presents a validated, practical educational website tailored to the specific needs of preschool teachers in Mogadishu, serving as a platform to bridge the gap in teaching resources and support early childhood education effectively.

Preliminary Study on The Development of An Early Childhood Educational Website for Teaching Materials to Enhance Teaching Skills for Preschool Teachers Mohamed, Ahmed Abdi; Sunardi; Nur Arifah Drajati
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 1 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i1.50256

The teaching skills of preschool teachers in Mogadishu require significant improvement, particularly in adapting to modern educational methodologies. Despite the growing importance of digital resources, many preschool teachers do not integrate or utilize technology during teaching practices. This preliminary study aims to conduct a needs analysis for developing an educational website focused enhancing the teaching skills of preschool teachers. Data collection was conducted through structured and unstructured interviews with 20 preschool teachers from four preschools in Mogadishu, Somalia. Participants were selected using a stratified purposeful sample and categorized by experience: 10 with < 3 years and 10 with > 3 years. This study used the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. However, this study is limited to analyze stage to identify challenges in teaching materials, technology integration gaps, and the role of educational websites in addressing these needs. The study reveals that preschool teachers in Mogadishu predominantly rely on traditional teaching materials, facing significant gaps in resources, while the integration of educational technology remains limited due to insufficient training, digital skills, and technical support. Teachers expressed a strong need for accessible technology-integrated resources. More than 50% of the interviewed teachers preferred educational website for ready-made materials, though some favored offline e-books due to unreliable internet access. Thus, this study underscores the critical need to develop an educational website to enhance preschool teachers' skills in Mogadishu, addressing gaps in technology integration and access to modern teaching resources.

Probing Undergraduate EFL Students’ Motivation to Teach as Career Decision Making: A Narrative Inquiry Prabawa, Arya; Dewi Rochsantiningsih; Nur Arifah Drajati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6136

The teacher shortage has increased in the last couple of years, and the teacher profession has become less attractive to students. This phenomenon can be seen from the contrasting data comparison between the number of students entering education majors against the increasing number of teachers needs in 2022-2024. To understand college students’ motivation to teach, this study intends to uncover what motivates English Foreign Language (EFL) students to make career choices towards the teaching profession and what EFL students’ plans are after completing their studies. Utilizing a narrative inquiry, the data were collected from four students through written narratives and semi-structured interviews at a private university in Indonesia. Based on the findings, one student wants to become a teacher as their first choice, with plans to find a teaching job. Another two students decided to become teachers as their second choice; both have their ideas about the teaching profession, with one planning to commit to another profession, while the other is looking at the situation. The last student does not want to become a teacher because of internal and external influences, planning to look for another profession as his choice. This makes it necessary to take action on how the teacher preparation program needs to evaluate, and the government needs to make the teaching profession more appealing to undergraduate EFL students.

Exploring Differentiated Content in EFL Teaching Modules by Pre-service Teachers Maryani; Endang Setyaningsih; Nur Arifah Drajati
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.850

The increasing diversity of students’ learning characteristics brought a growing challenge for teachers to provide accessible and inclusive learning. This research explored the differentiated content portrayed in pre-service EFL teachers’ teaching modules, including their decisions in designing and selecting content for differentiation. A qualitative case study was conducted, involving five pre-service English as a Foreign Language (EFL) teachers who participated in a teacher education program. This research gleaned the data through document analysis and interviews, which then exhibited that the content differentiation was presented through the use of diagnostic assessment as pre-assessment for content adaptation, different teaching materials, and a variety of teaching modes tailored to students’ learning profiles. Moreover, pre-service EFL teachers reported that they considered students’ abilities, readiness, learning profiles, curriculum demands, sociocultural background, and available resources when designing and choosing content for differentiation. These findings emphasized the pre-service EFL teachers’ awareness of diverse learners and their efforts to plan their instruction accordingly. This research offers insight into how future teachers prepare for differentiated instruction in an EFL setting.

Co-Authors Abdi Mohamed, Ahmed Asrori Dewi Rochsantiningsih Djono Dyah Retno Wulan Eka Budhi Santosa Endang Setyaningsih Eric Dheva Tachta Armada Fatma Sukmawati Joko Nurkamto Liana Mumrikoh Martono Maryani Mohamed, Ahmed Abdi Mulati, Dyah Fitri Nunuk Suryani Prabawa, Arya Saeful Bachrudin Slamet Supriyadi Sumardi Sumardi Sunardi Surya Agung Wijaya Syifa Azzah Hafidhoh

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