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All Journal SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Jurnal Wahana Pendidikan Basic and Applied Education Research Journal (BAERJ) Journal of Education, Language Innovation, and Applied Linguistics
Travero, Arnel S.
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Opportunities Of Using Chatgpt In Academic Writing: Perceptions Of The Philippines And Indonesian Students Herda, Rozanah Katrina; Travero, Arnel S.; Kafabih, Abdullah; Koeswoyo, Alfatih Widiyadi; Sari, Risma Novita; Hakiki, Farrij Imam; Wahidah, Nikmatul
Wahana Pendidikan Vol 11, No 2 (2024): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v11i2.14922

Abstract

The widespread utilization of Artificial Intelligence (AI) has caused debate in education about whether it is allowed in academic writing. ChatGPT facilitates academic writing in the EFL context by generating ideas and refining language. It provides research support by suggesting sources and enhances clarity and coherence in papers on complex topics. This study aims to uncover students’ perception of using ChatGPT as one of the most popular AI in the writing context. This quantitative research with a causal-comparative design analyzed the data involving two groups of students from Indonesia and the Philippines (N=334). The instrument used in this research was a closed-ended questionnaire. The research findings showed that students enjoyed the integration of ChatGPT in their academic writing because its contribution has raised their confidence, decreased stress, and raised writing quality which leads to satisfaction in their writing.
Affective Determinants of Mathematics Learning: A Literature Review Travero, Arnel S.; Japos, Genaro V.
Basic and Applied Education Research Journal Vol 5 No 2 (2024): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.05.02.02

Abstract

This study examined scientific articles as the basis for a literature review on affective determinants of mathematics learning. These af-fective determinants are the affective factors that are shown to affect mathematics learning, performance and achievements. The study used qualitative method using literature review that applies the con-tent of scientific articles from reputable databases such as ERIC, Web of Science, and PsycINFO. The findings indicate that students’ attitude towards mathematics, goal setting, motivation, self-concept, self-efficacy, self-regulated learning, and study habits significantly impact their mathematical performance and achievement, thereby influenc-ing their mathematics learning. However, the complex and bidirec-tional relationship between these factors and their influence on vari-ous factors, such as parental influences and teaching methods, remain unexplored. The study highlights the need for future research to in-vestigate these research gaps, providing a more comprehensive un-derstanding of the interplay between affective determinants and their impact on mathematics learning in diverse educational settings. Through addressing these gaps, researchers and educators can devel-op targeted interventions and strategies to enhance students’ math-ematical performance, achievement and overall learning experience.
Instructors’ voice on giving students provisional grades: the case of a state university in Southern Philippines Puno, Sheen Marie S.; Travero, Arnel S.; Abao, Jackielyn U.; Widyastuti, Ima; Herda, Rozanah Katrina
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 10 No 2 (2024): August 2024
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v10i2.17022

Abstract

During the course of the COVID-19 pandemic, universities and colleges opted to give students provisional (P) grades instead of directly failing the students who had not complied with academic requirements. This study presents the voices of the instructors of a University in Southern Philippines on giving students provisional grades. The participants of the study were the instructors from the three colleges of the University. The study was qualitative, and open-ended questions were used to gather data through interviews. Content analysis was used to analyze the data gathered. Themes generated from the participants include challenges in interacting with students, students’ lack of concentration, students’ lack of compliance, and students taking advantage of provisional grades. With this, the researchers recommend that the University should provide training and seminars to the instructors and students on topics such as mental health awareness, advocacy, and digital literacy. Moreover, whenever the University comes up with a new policy, it is beneficial to ask for feedback from stakeholders to gain insights into how the policy might affect them and ensure that their rights will be respected and upheld. This is to ensure that the policy is fair, transparent, and equitable
Voicing Philippines and Indonesian Students' Needs of Automated Written Corrective Feedback in EFL Writing Classrooms Herda, Rozanah Katrina; Principe, Regine Aguilar; Travero, Arnel S.; Pratama Harahap, Muhammad Fadhly; Viantika, Salma; Hamidi, Mohammad Arif
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 1 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i1.8920

Abstract

In EFL writing classrooms, students learning L2 need correction or feedback for their writing. However, the teachers' limitation in time management becomes one of the reasons students can not gain detailed feedback. In line with that, the growth of the digital platform in the 21st-century learning era brings a thought that corrective feedback for L2 writing can be accessed and gained through automated written corrective feedback (AWCF) to ease students' learning and improve their writing ability. This quantitative study aimed at revealing students' need for automated written corrective feedback. The participants of this study were 532 students from the Philippines and Indonesia. The questionnaire was used to collect data and analyzed using the SPSS version 25 to know the percentage and descriptive statistics. The study's findings revealed that students from two states need technology tools to provide written corrective feedback to improve their writing proficiency in the L2 context while solving their problems of vocabulary and grammar limitations. Furthermore, the feedback can grow their confidence to provide L2 writing. The findings of the student's needs can be used as the basis for creating ideal writing scenarios.
Co-Authors Abao, Jackielyn U. Hakiki, Farrij Imam Hamidi, Mohammad Arif Ima Widyastuti, Ima Japos, Genaro V. Kafabih, Abdullah Koeswoyo, Alfatih Widiyadi Pratama Harahap, Muhammad Fadhly Principe, Regine Aguilar Puno, Sheen Marie S. Rozanah Katrina Herda, Rozanah Katrina Sari, Risma Novita Viantika, Salma Wahidah, Nikmatul