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All Journal Jurnal Basicedu EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Jurnal Basicedu
Yappi, Shierly Novalita
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Education Mathematics Social Sciences

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The Effectiveness of Youtube on Elementary School Students’ Reading Skills During the Covid-19 Pandemic Kurniasari, Narwastu Ajeng; Widodo, J. Priyanto; Yappi, Shierly Novalita
Jurnal Basicedu Vol. 6 No. 3 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i3.2756

Abstract

The goal of this study was to examine how effective YouTube was as a learning medium during pandemic Covid-19 at SDN Bluru Kidul II Sidoarjo. The researchers used quantitative study, specifically the descriptive design, to assess the effect of YouTube as a learning tool used during pandemic Covid-19 on the reading skills of students at SDN Bluru Kidul II Sidoarjo in the academic year 2020/2021. Thirty students from class 6-A in the sixth grade were chosen as purposive samples, with 15 students serving as the experimental group and 15 serving as the control group. Test  were given both before and after the treatment during this experiment. The results demonstrated that there are no statistically significant differences between the experimental and control groups in the pre-test, as the indicator level is (0.723), which is greater than 0.05 and statistically insignificant. Then, in the post-test, there are statistically significant differences between the experimental group and the control group, with the value of the indication level being (0.004), for mean scores of YouTube effectiveness in the experimental group with an average of 8.26 and 7.65 in the control group. The difference in mean scores between groups was statistically significant (t-value = 2.776, p-value =.004). According to the study's findings, the level of efficacy of using YouTube as a teaching tool to increase students' reading skills was extremely high.
The Effectiveness of Youtube on Elementary School Students’ Reading Skills During the Covid-19 Pandemic Kurniasari, Narwastu Ajeng; Widodo, J. Priyanto; Yappi, Shierly Novalita
Jurnal Basicedu Vol. 6 No. 3 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i3.2756

Abstract

The goal of this study was to examine how effective YouTube was as a learning medium during pandemic Covid-19 at SDN Bluru Kidul II Sidoarjo. The researchers used quantitative study, specifically the descriptive design, to assess the effect of YouTube as a learning tool used during pandemic Covid-19 on the reading skills of students at SDN Bluru Kidul II Sidoarjo in the academic year 2020/2021. Thirty students from class 6-A in the sixth grade were chosen as purposive samples, with 15 students serving as the experimental group and 15 serving as the control group. Test  were given both before and after the treatment during this experiment. The results demonstrated that there are no statistically significant differences between the experimental and control groups in the pre-test, as the indicator level is (0.723), which is greater than 0.05 and statistically insignificant. Then, in the post-test, there are statistically significant differences between the experimental group and the control group, with the value of the indication level being (0.004), for mean scores of YouTube effectiveness in the experimental group with an average of 8.26 and 7.65 in the control group. The difference in mean scores between groups was statistically significant (t-value = 2.776, p-value =.004). According to the study's findings, the level of efficacy of using YouTube as a teaching tool to increase students' reading skills was extremely high.
AI CHATBOTS IN EFL: SYNTHESIZING COGNITIVE, PSYCHOLOGICAL, AND ETHICAL IMPLICATIONS Syaifulloh, Rizal Bagus; Yappi, Shierly Novalita
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 5 No. 1 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v5i1.4701

Abstract

The integration of AI-powered chatbots into English as a Foreign Language (EFL) education has garnered increasing attention for its potential to enhance language learning outcomes. This study presents a systematic review of 43 peer-reviewed articles published between 2023 and 2025, aiming to synthesize current evidence on the cognitive, psychological, and ethical implications of chatbot use in EFL contexts. The findings are thematically categorized into three domains: (1) cognitive outcomes, including improvements in vocabulary acquisition, grammar mastery, and writing fluency; (2) psychological impact, such as increased learner confidence and reduced language anxiety; and (3) ethical concerns, particularly related to data privacy, algorithmic bias, and digital equity. While the overall impact of chatbots is positive, several studies caution against over-reliance on AI tools and highlight the need for more transparent and ethically grounded implementations. This review concludes that AI chatbots can serve as effective supplemental tools in EFL learning when integrated thoughtfully and ethically. The study offers practical recommendations for educators and proposes future research directions to address current gaps in evidence, particularly regarding long-term impact and ethical safeguards. ABSTRAKIntegrasi chatbot berbasis kecerdasan buatan (AI) dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing (EFL) semakin mendapat perhatian karena potensinya dalam meningkatkan hasil belajar bahasa. Studi ini menyajikan tinjauan sistematis terhadap 43 artikel ilmiah terbitan tahun 2023 hingga 2025 untuk mensintesis bukti terkini mengenai implikasi kognitif, psikologis, dan etis dari penggunaan chatbot dalam konteks EFL. Temuan dikategorikan ke dalam tiga domain tematik: (1) hasil kognitif, meliputi peningkatan penguasaan kosakata, tata bahasa, dan kelancaran menulis; (2) dampak psikologis, seperti peningkatan kepercayaan diri dan penurunan kecemasan berbahasa; serta (3) isu etis, khususnya terkait privasi data, bias algoritmik, dan kesenjangan digital. Meskipun dampak penggunaan chatbot secara umum bersifat positif, beberapa studi memperingatkan potensi ketergantungan berlebihan terhadap alat AI dan menyoroti perlunya penerapan yang transparan dan berlandaskan etika. Kajian ini menyimpulkan bahwa chatbot AI dapat berperan sebagai alat bantu pembelajaran yang efektif dalam konteks EFL jika diintegrasikan secara bijak dan etis. Studi ini juga menawarkan rekomendasi praktis bagi para pendidik serta mengusulkan arah penelitian lanjutan untuk menjawab kesenjangan bukti, khususnya terkait dampak jangka panjang dan perlindungan etis.
THE EFFECT OF KAHOOT IN ENHANCING VOCABULARY ACHIEVEMENT AT CAMBRIDGE BASED CURRICULUM Novitasari, Devi; Yappi, Shierly Novalita
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v5i2.4974

Abstract

This study investigated the effectiveness of Kahoot! based game learning in enhancing vocabulary achievement among third-grade students in a Cambridge-based bilingual school in Sidoarjo, addressing a gap in research on digital game-based learning within this specific educational context. Employing a quasi-experimental pretest-posttest design, the research compared an experimental group using Kahoot! with a control group receiving traditional vocabulary instruction. Vocabulary data, focused on descriptive texts, were collected through tests, and statistical analysis, including ANOVA, try-out validation, and independent t-tests, was conducted using SPSS. The findings revealed a statistically significant improvement in vocabulary achievement for the Kahoot! group (p = 0.025), suggesting that the engaging and interactive nature of digital game-based learning more effectively fosters vocabulary mastery compared to traditional methods. These results also support Kahoot!'s utility as a practical tool for formative assessment, particularly within the Cambridge curriculum framework, and offer valuable insights for educators seeking innovative and engaging vocabulary teaching strategies in bilingual learning environments.
Co-Authors Devi Novitasari, Devi J. Priyanto Widodo, J. Priyanto Kurniasari, Narwastu Ajeng Syaifulloh, Rizal Bagus