Article Per Year (5 Year)
p-Index From 2020 - 2025
0.562
P-Index
This Author published in this journals
All Journal Journal of English and Arabic Language Teaching IJLHE: International Journal of Language, Humanities, and Education
Muhammad Fauzan Ansyari
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Towards successful TPACK professional arrangement for in-service teachers Muhammad Fauzan Ansyari
Journal of English and Arabic Language Teaching Vol 4, No 1 (2013): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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

Abstract

Professional development programmes for technology are essential for teacher capacity to improve students’ achievement. Technological Pedagogical Content Knowledge (TPACK) framework which represents teachers’ knowledge domains, consisting of content, pedagogy, and technology, is used in a number of professional development programmes. This review is aimed at investigating the implementation of in-service teachers’ TPACK professional development arrangements for technology integration using technological pedagogical content knowledge (TPACK) framework. In doing so,this review used five major online databases: ERIC, Web of Science, Scopus, Informaworld, and SpringerLink, with the criteria of studies addressing in-service teachers’ TPACK professional development arrangements for technology integration, except for first aim since it addresses the concept of TPACK; deal with teachers teaching students without disabilities; and must be conducted between 2006 and 2012.In general, the results of this review show three different conceptualisations of TPACK model: initial model of TPACK, ICT-TPACK model, and elaborated TPACK model. Moreover, inquiry learning approach, peer-coaching, authentic learning, problem-based learning, project-based learning, and learning activity typeswere employed in successful TPACK professional development programmes for in-service teachers. In addition, several factors contributing to such successful programmes include engagement, authentic learning experiences, collaboration, supports, curriculum coherency, reflection, feedback, intensive training, and longer time. Finally, teachers were reported having positive experiences with such programmes.
Designing and developing instructional recorded demonstration models for non-English speaking learners Muhammad Fauzan Ansyari
Journal of English and Arabic Language Teaching Vol 3, No 1 (2012): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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

Abstract

This report used a design research approach that was aimed to redesign instructional videos for procedures. This project incorporated the minimalism theory, the four components model principles, multimedia learning principles, and recorded demonstration principles as the foundational frameworks.There were three phases undertaken to achieve such purpose. In phase one, the existing Camtasia Studio 7 video series were analysed and relevant theoretical foundations for instructional videos were examined. Both were used to further guide the design or development of the prototypes. Design guidelines were then generated from the analyses and theories. In phase two, the initial prototype was constructed and tested with target users. In final phase, the effectiveness of the revised model is retested and formatively re-evaluated.The results revealed that the above-mentioned theories, principles, and guidelines are vital in the design of an effective, efficient, and appealing instruction for users’ performance and support. In other words, an outright violation of those theories, guidelines, and principles can seriously jeopardize the effectiveness of a recorded instructional video for procedures.
The Influence of Metacognitive Strategies and Critical Thinking Skills on the Reading Comprehension of Eighth-Grade Students Yarniati, Miftahu Rizqoh; Zulhidah; Ansyari, Muhammad Fauzan
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1931

Abstract

This study investigates the influence of metacognitive strategies and critical thinking skills on reading comprehension among eighth-grade students at MTsN 6 Kampar. The research addresses students’ difficulties in identifying main ideas, making inferences, and applying reading strategies, which contribute to low comprehension levels. A quantitative approach with multiple regression analysis was employed, involving 60 students selected through random sampling. Data were collected using reading comprehension tests, a metacognitive strategies questionnaire, and a critical thinking skills test. The results revealed that both metacognitive strategies and critical thinking skills significantly influenced reading comprehension individually and simultaneously. Students who effectively applied metacognitive strategies and demonstrated higher critical thinking skills achieved better reading comprehension scores. The findings underscore the importance of integrating these skills into instructional practices to foster independent, reflective, and strategic readers. Future research is recommended to explore similar approaches in different educational contexts and with larger samples to validate the findings.
The Influence of Metacognitive Strategies and Critical Thinking Skills on the Reading Comprehension of Eighth-Grade Students Yarniati, Miftahu Rizqoh; Zulhidah; Ansyari, Muhammad Fauzan
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1931

Abstract

This study investigates the influence of metacognitive strategies and critical thinking skills on reading comprehension among eighth-grade students at MTsN 6 Kampar. The research addresses students’ difficulties in identifying main ideas, making inferences, and applying reading strategies, which contribute to low comprehension levels. A quantitative approach with multiple regression analysis was employed, involving 60 students selected through random sampling. Data were collected using reading comprehension tests, a metacognitive strategies questionnaire, and a critical thinking skills test. The results revealed that both metacognitive strategies and critical thinking skills significantly influenced reading comprehension individually and simultaneously. Students who effectively applied metacognitive strategies and demonstrated higher critical thinking skills achieved better reading comprehension scores. The findings underscore the importance of integrating these skills into instructional practices to foster independent, reflective, and strategic readers. Future research is recommended to explore similar approaches in different educational contexts and with larger samples to validate the findings.
The Role of Attitudes, Skills, and Demographic Factors in Using Generative Artificial Intelligence for English Learning Rahman, Indri Hidayaturrahmi; Ansyari, Muhammad Fauzan; Settiawan, Dodi
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/jses5n90

Abstract

This study explores the role of attitudes, skills, and demographic factors in the use of Generative Artificial Intelligence (AI) for English language learning among students at MAN 3 Pekanbaru. Employing a quantitative survey design, data were collected through a structured questionnaire distributed to 417 students. The instrument consisted of 53 items measuring attitudes, skills, frequency of use, and demographic characteristics. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4 to test measurement validity and structural relationships among variables. The findings revealed that both attitudes toward AI (β = 0.347, p < 0.001) and skills in using AI (β = 0.232, p < 0.001) had a significant positive effect on the frequency of AI use. Gender also significantly influenced frequency (β = -0.205, p < 0.001) and skills (β = -0.167, p = 0.001), indicating disparities between male and female students. Additionally, training experience had a significant impact on AI skills (β = 0.168, p < 0.001), and indirectly influenced frequency of use through skills (β = 0.039, p = 0.014). In contrast, age and grade did not show significant effects on the main constructs. Measurement results demonstrated good reliability and validity: all constructs showed Composite Reliability > 0.90 and Average Variance Extracted (AVE) > 0.60, with outer loadings > 0.70 for retained items. These findings suggest that fostering positive attitudes and improving students’ technical skills are key to enhancing the effective use of Generative AI in language learning. The study concludes that demographic factors like training and gender have notable influence, while age and grade play less significant role.
Co-Authors Dodi Settiawan Rahman, Indri Hidayaturrahmi Yarniati, Miftahu Rizqoh Zulhidah