Article Per Year (5 Year)
p-Index From 2021 - 2026
7.733
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) PREMISE: Journal of English Education and Applied Linguistics Ta´dib Conciencia EL-IDARE: JURNAL MANAJEMEN PENDIDIKAN ISLAM Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JIP: Jurnal Ilmiah PGMI Al Ishlah Jurnal Pendidikan IJoLE: International Journal of Language Education Register Journal Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) Wiralodra English Journal (WEJ) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurnal Sains Sosio Humaniora LOYALITAS: Jurnal Pengabdian Kepada Masyarakat ACITYA Journal of Teaching & Education Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Educatio FKIP UNMA International Journal of Educational Review Language and Education Journal JOLLT Journal of Languages and Language Teaching Jadila: Journal of Development and Innovation in Language and Literature Education The Art of Teaching English as a Foreign Language (TATEFL) Al-Fikru: Jurnal Ilmiah Fitrah: Journal of Islamic Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Studies in English Language and Education JELT (Jambi-English Language Teaching) I-PHILANTHROPY: A Research Journal on Management of Zakat and Waqf Jurnal Konseling Pendidikan Islam International Journal of Innovation and Education Research REGISTER JOURNAL Al-Hayat: Journal of Islamic Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Profetika: Jurnal Studi Islam
Annisa Astrid
Universitas Islam Negeri Raden Fatah Palembang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 64 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 64 Documents
Search

 3   4   5   6   7 
LECTURERS’ PERCEPTIONS OF ETHICAL ISSUES RELATED TO THE INTEGRATION OF AI TOOLS INTO WRITING ACTIVITIES: A MULTIPLE CASE STUDY Astrid, Annisa; Desvitasari, Deta; Chairuman, Muhamad Chalik; Dirgantara, M. Raditya Ramadhani; Azzahra, Fatimah
Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v10i2.353

Abstract

This study explores English writing lecturers' perspectives on ethical concerns related to the incorporation of Artificial Intelligence (AI) tools in writing activities for English Department students. A qualitative multiple-case study approach was utilized. The instrument used was semi-structured interviews. The subjects of the study were 12 academics from four colleges with differing accreditation levels who were drawn using purposive sampling. Thematic analysis identified six principal ethical concerns: (1) The imperative to have an ethical attitude; 2) The concerns about privacy and data security threats; 3) The emergence of potential gaps among students; 4) The degradation of academic integrity; 5) The obligation of academic responsibility; and 6) The need for regulations and guidelines for AI use. Lecturers typically endorse AI integration to facilitate idea development and pre-writing tasks; however, they emphasize the necessity of restricting its use to maintain originality, critical thinking, and student accountability. The results underscore the pressing necessity for explicit institutional policies, ethical AI literacy, equitable access, and strategies that reconcile technology advantages with the development of autonomous writing skills. This research provides insights for the development of AI-enhanced writing education that conforms to ethical, pedagogical, and institutional concerns.  
The Problem of Integrating Pancasila Student Profile with Islamic Religious Education Material Through the Implementation of Content Differentiation Learning in Elementary School Ihwanah, Al; Ismail, Fajri; Astrid, Annisa; Maryamah; Sukirman
JIP Jurnal Ilmiah PGMI Vol 10 No 2 (2024): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v10i2.25371

Abstract

This study aims to describe the problem of integrating Pancasila student profile with Islamic Religious Education materials through the implementation of content differentiation learning in elementary school. This research employs a qualitative approach with a case study design. The subjects include teachers, principals, and students from several elementary schools in the research area, while the object of study is the implementation of content differentiation in PAI learning. Data were collected through in-depth interviews, observations, and document analysis. Data analysis was conducted interactively through data reduction, data presentation, and conclusion drawing. Data validity was ensured using source and method triangulation. This study found that integrating the Pancasila Student Profile with Islamic Religious Education (PAI) materials through content differentiation is hindered by limited teacher understanding, lack of planning time, and insufficient resources. The causes include low teacher competence, an unsupportive curriculum, and weak collaboration. Recommended solutions include teacher training, curriculum development, and strengthening stakeholder collaboration.The conclusion highlights the importance of improving teacher competence through continuous professional development, creating practical guidelines for content differentiation, and fostering collaboration among stakeholders to provide adequate resources. The study recommends intensive training for teachers and the development of a curriculum that supports the implementation of content differentiation, aiming to shape students' character in alignment with the values of the Profile of Pancasila Student.
Internalisation of Religious Culture Through Non-Academic Learning Process Based on Islamic Religion Tiara, Hellen; Zainuri, Ahmad; Astrid, Annisa
Al-Hayat: Journal of Islamic Education Vol. 10 No. 1 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i1.71

Abstract

This research aims to examine the internalisation of religious culture through non-academic learning processes at Senior High School 15 Palembang. It focuses on how these schools implement Islamic-based religious practices and values to nurture students’ spiritual growth. This qualitative study employs field research with data collected through observation, interviews, and documentation. A descriptive qualitative analysis was conducted through data collection, reduction, presentation, and verification. The findings reveal that the internalisation of religious culture in these schools integrates Islamic values into students' behaviours and attitudes. Religious practices are primarily promoted through non-academic activities outside the formal Islamic Education, Al-Islam, and Fiqh classes. Students demonstrate these values in both school and community settings, participating in structured religious activities such as congregational prayers, Quran recitation (tadarus), Dhuha prayers, and embodying respectful behaviours such as politeness and friendliness. These practices are intended to foster students' development into morally grounded individuals who contribute positively to societal ethics. The study also highlights the need for improved facilities, such as dedicated prayer areas, to support the internalisation of religious culture further. The study focuses on three schools in Palembang, which may limit the generalizability of the findings to other contexts. Future research could expand the scope to include a variety of educational institutions and regions. This research provides insights into how religious culture can be systematically internalised through non-academic activities within Islamic educational settings. It underscores the role of leadership, habitual practices, and supportive environments in promoting the ethical and spiritual development of students, bridging modern educational goals with Islamic moral principles.
DIFFICULTIES IN WRITING OF THE SECOND-GRADE STUDENTS AT JUNIOR HIGH SCHOOLS IN PALEMBANG Dwi Marisa Illa; Annisa Astrid; Husnaini Husnaini
Wiralodra English Journal Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.236

Abstract

This study was intended to find out the difficulties in writing faced by students of the second grade at three junior high schools in Palembang. Qualitative research was used and phenomenology was employed as the research methodology. This study was conducted at SMP Patra Mandiri 1 which is accredited A, SMP Nurul Qomar which is accredited B, and SMP Sejahtera which is accredited C. The total participants of this study were nine students taken from the second grade of three junior high schools in Palembang by using purposive sampling. The researcher used observation, documentation, and interview to collect the data. The data were analyzed by using the thematic analysis technique. The results of this study showed that there were some difficulties that second-grade students of three junior high schools faced in writing. There were: 1) difficulty in composing the content of writing, 2) difficulty in organizing their writing, 3) difficulty in choosing the diction in writing, 4) lack of English grammatical competence, and 5) difficulty in using mechanics in writing. Thus, students found it difficult to understand the aspects of writing.
TEACHERS’ CHALLENGES IN IMPLEMENTING DIFFERENTIATED LEARNING FOR STUDENTS OF JUNIOR HIGH SCHOOL LEVEL IN PALEMBANG Muhamad Chalik Chairuman; Annisa Astrid; Deta Desvitasari
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.446

Abstract

This study explores the challenges an English teacher faces in implementing differentiated learning within the framework of the Emancipated Curriculum in a junior high school in Palembang. Using a qualitative case study approach, data were gathered through interview and observation. The findings identified five main problems: difficulties in assessing students; limited planning time; large class sizes; technical disruptions during lessons; and the need for ongoing professional development. Although the teacher demonstrated a strong understanding of differentiation, enhanced through the Teacher Mover program, implementation remained difficult without sufficient support. This study highlights the importance of institutional support, reliable infrastructure, and effective assessment tools to ensure meaningful and sustainable application of differentiated learning. The findings suggest that while teacher commitment and training are crucial, systemic support plays an equally vital role. Further research involving more participants or schools is recommended to deepen understanding and broaden perspectives on differentiated learning practices in Indonesian EFL contexts.
THE CORRELATION BETWEEN READING INTEREST AND READING COMPREHENSION OF JUNIOR HIGH SCHOOL STUDENTS IN PEDAMARAN Nabila Febiola; Annisa Astrid; Deta Desvitasari
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.453

Abstract

The aim of this study was to examine the relationship between reading interest and reading comprehension of ninth-grade pupils. Students from two junior high schools participated in the study, which employed a correlational approach. A reading test and a questionnaire on reading interest were used to gather data. The Pearson Product-Moment Correlation was used to analyze the relationship between the two variables. The findings revealed a substantial correlation between reading interest and reading comprehension, with a p-value of 0.001 (<0.05). A somewhat positive correlation was indicated by the Pearson correlation coefficient of 0.519. Additionally, a regression test with a p-value of less than 0.001 verified a significant positive relationship. The results showed that students' enthusiasm in reading had a beneficial impact on their comprehension of texts, as it explained 26.9% of the variance in reading comprehension. Fostering reading interest may enhance comprehension abilities, according to this study, which offers insightful information about the relationship between reading interest and understanding. Other approaches to collect more accurate data and expand on these findings should be investigated in future studies.  
THE EFFECT OF LRD STRATEGY ON STUDENTS’ READING COMPREHENSION VIEWED BY THEIR READING INTEREST Sakina, Dika; Astrid, Annisa; Husnaini, Husnaini
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25500

Abstract

Reading comprehension remains a crucial skill for EFL students, yet many junior high school learners still experience difficulties in understanding texts. This study aimed to investigate the effect of the Listen-Read-Discuss (LRD) strategy and reading interest on students’ reading comprehension achievement, as well as the interaction between both variables. A factorial design was employed involving eighth-grade students of MTsN 4 Musi Banyuasin in the 2025/2026 academic year. The sample comprised control and experimental classes, and the data were collected using a reading interest questionnaire and a reading comprehension test. Both instruments were considered valid and reliable. The data were analyzed using Two-Way ANOVA in IBM SPSS Statistics version 27. The results revealed that the teaching strategy significantly affected students’ reading comprehension, with students taught using the LRD strategy achieving higher scores than those taught using the conventional strategy. Reading interest also showed a significant effect on reading comprehension achievement. However, no significant interaction was found between teaching strategy and reading interest. These findings indicate that the LRD strategy improves students’ reading comprehension regardless of their reading interest levels and can be considered an effective alternative in EFL reading instruction.
IMPLEMENTING CORI STRATEGY IN TEACHING EXPOSITORY READING TEXT TO 12TH GRADE STUDENTS Sofiani, Devi; Astrid, Annisa; Husnaini, Husnaini
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.24448

Abstract

Reading comprehension is a crucial skill that supports academic achievement, yet it remains a significant challenge for many Indonesian students, particularly when engaging with complex expository texts. Prior studies have shown the effectiveness of the Concept-Oriented Reading Instruction (CORI) strategy in enhancing reading comprehension at various educational levels. However, research focusing on its application among twelfth-grade students is still limited. This study aims to investigate the effectiveness of implementing the CORI strategy to improve reading comprehension among twelfth-grade students in Sumatera. This research employed a quantitative method with a true experimental design. The population was all of the twelfth-grade students. The sample was selected using convenience sampling. Two groups were involved: the experimental group taught using the CORI strategy and the control group taught using the skimming technique. The data were collected using pre-test and post-test reading comprehension assessments consisting of expository texts. The results were analyzed using paired-sample and independent-sample t-tests through SPSS 27. The findings revealed a statistically significant improvement in the reading comprehension scores of students taught using the CORI strategy. Moreover, there was a significant difference in post-test scores between the experimental and control groups, indicating the effectiveness of CORI compared to the skimming technique. The study concludes that the CORI strategy is effective in enhancing students’ expository reading comprehension and recommends its implementation for senior high school instruction.
POW+TREE STRATEGY ON HIGH SCHOOL STUDENTS’ WRITING ACHIEVEMENT IN MUNTOK, INDONESIA Mutmainah, Riany; Astrid, Annisa; Riznanda, Winny Agustia
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14579

Abstract

The purpose of this study was to determine whether: (1) there was a significant improvement in the twelfth-grade students' writing achievement before and after treatment using the POW+TREE strategy, and (2) there was a significant difference between students who were taught using the POW+TREE strategy and students who did not at SMAN 1 Muntok, Bangka Barat. The writing test was administered using a pre- and post-test in a quasi-experimental design. An experimental group was taught using POW+TREE, and a control group was taught through a strategy that is usually used by the teacher. The results showed a substantial improvement in the writing ability of the experimental group students after the implementation of the POW+TREE strategy, as well as significant differences between the experimental and control groups. This study also fills an empirical gap, as previous research on POW+TREE has focused mainly on lower grade levels under Curriculum 2013, whereas this study examines twelfth-grade students in the Merdeka Curriculum context. The findings of this research indicated that the POW+TREE strategy is effective in helping students improve their more structured, organized, and communicative writing skills.
Strengthening IRE Teacher Competencies for Character Education and SDGs Realization Endang Switri; M. Sirozi; Annisa Astrid; Rozi Irfan Rosyadi; Meguellati Achour; Hamidah; Muhammad Torik
Profetika: Jurnal Studi Islam Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i03.14854

Abstract

Objective: This study aims to examine the role of Islamic Religious Education (IRE) teachers' competencies in integrating character education to support the achievement of Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions), in Ogan Ilir Regency. Theoretical framework: The study draws on Lickona’s character education theory (cognitive, affective, conative dimensions) and Muslich’s teacher competency framework (pedagogic, professional, personality, social aspects) for integrating character education into IRE learning. Literature review: Previous research underscores the importance of character education, its integration challenges, and the essential role of IRE teachers as moral role models, though competencies in character education vary. Methods: A mixed-methods approach was used, involving quantitative (competency tests) and qualitative (interviews, observations, document analysis) data from 70 IRE teachers in Ogan Ilir Regency. Data were analyzed with SPSS and thematic coding. Results: The study found that IRE teachers' competencies in planning and implementing character education were generally adequate, but significant gaps existed in the evaluation of character education. Most teachers demonstrated sufficient competencies in integrating character values during planning and implementation phases, but the evaluation of character education was weak, with limited use of standardized assessment tools. Implications: The study highlights that IRE teachers face challenges such as limited time, resources, and training. Novelty: This research is among the first to analyze IRE teachers' competencies in integrating character education in Ogan Ilir Regency, offering new insights into how teacher competencies support sustainable development goals in education.
Co-Authors Abdul Gafur Marzuki Abdullah Idi Aghor Aqdam Ahmad Zainuri Alamsyah Harahap, Alamsyah Amalia Hasanah Amalia Hasanah Arrofiq, Ahmad Latif Arvin Efriani Basri, Tiffanie Chairuman, Muhamad Chalik Cindi Oktavianti Cukup Islamiarso Darmanto Deta Desvitasari Dewi Warna DEWI, JUITA SARI PUSPITA Dian Eka Chandra Wardhana Dian Eka Chandra Wardhana, Dian Eka Chandra Dian Erlina Dirgantara, M. Raditya Ramadhani Dwi Amrina , Rizqy Dwi Marisa Illa Dwi Saputri, Mar'atul Latifah Eko Saputra Eko Saputra Eko Saputra Eko Saputra Endang Switri Erisa Ardika Prasada Erlina, Dian Fatimah Azzahra Fatimah Azzahra Ferianto Firmansyah Firmansyah Fitri Alya Okta Sukma Fitri Alya Okta Sukma Fitriyanti Fitriyanti HAMIDAH Haryani Haryani Hasanah, Amalia Heru Purwansyah Hikmah Endraswati Holandyah, Muhammad Holidi Holidi Husnaini Husnaini Husnaini Husnaini husnaini, husnaini Ida Ayu Putu Sri Widnyani Ihwanah, Al Irja Putra Pratama Istikomah Istikomah Juita Sari Puspita Dewi Karoma, Karoma Khofifah Indah Sari Lenny Marzulina, Lenny M. Sirozi Maryamah Meguellati Achour Melis Melis Meshy Berliana Fathonah Mirrah Salsabila Muhamad Chalik Chairuman Muhamad Chalik Chairuman Muhammad Torik Mutmainah, Riany Nabila Febiola Noermnzah, Noermnzah NURUL WAHYUNI Nurwijayanti Nyayu Khodijah Nyayu Lulu Nadya, Nyayu Lulu Okta Sukma, Fitri Alya Prabowo Lukito Puspita Sari, Nina Ayu Putri, Himah Zalifah Radiyah Radiyah Rahayu Suprapti Rahman, Putri Ramadani Nur Renny Kurniasari Ridha Ilma Ridha Ilma Ridha Ilma, Ridha Rizqy Dwi Amrina Rizqy Dwi Amrina Rozi Irfan Rosyadi Sabrina, Alra Safnil, Safnil Sakina, Dika Salsabila, Mirrah Saras Puspita Anggraini Shah, Shanina Bt. Sharatol Ahmad Shanina Bt. Sharatol Ahmad Shah Shynta Amalia Sofiani, Devi Sudarmaji, Imam Suherdi, Didi Sukirman Sukma, Fitri Alya Okta Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin, Syafryadin Tiara, Hellen Ulandari, Fuspita Widya Karamina Widya Karamina Winny Agustia Riznanda Yuliana Yuliana Yuliyanti, Ai Yeni Yurika Sari, Putri Zuhdiyah Zuhdiyah, Zuhdiyah