Article Per Year (5 Year)
p-Index From 2021 - 2026
5.129
P-Index
This Author published in this journals
All Journal ELT Worldwide: Journal of English Language Teaching EXPOSURE JOURNAL JEES (Journal of English Educators Society) Al Ishlah Jurnal Pendidikan IJoLE: International Journal of Language Education Pendas : Jurnah Ilmiah Pendidikan Dasar PROJECT (Professional Journal of English Education) International Journal of Humanities and Innovation (IJHI) Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia JURNAL ILMIAH GLOBAL EDUCATION KARYA: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Innovation Studies Al-Khidmah Jurnal Pengabdian Masyarakat English Language Teaching Methodology (ELTM) Journal of Language Testing and Assessment Indonesian Journal of Psycholinguistics (IJP) Transform : Journal of English Language Teaching and Learning Enrichment: Journal of Multidisciplinary Research and Development Journal of Computer Interaction in Education (JCIE) Journal of Local Wisdom in Education Inovasi: Jurnal Sosial Humaniora Dan Pendidikan
Syatriana, Eny
Muhammadiyah University Of Makassar, Makassar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 39 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 39 Documents
Search

 1   2   3   4 
Augmented Reality Learning Media for Student Engagement in Literacy Classrooms: Media Pembelajaran Augmented Reality untuk Keterlibatan Siswa dalam Pembelajaran Literasi Jumriani; Syatriana, Eny; Mukhlis
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1823

Abstract

Background: Literacy learning in elementary schools frequently relies on conventional approaches that limit student participation and engagement. Specific background: Initial observations showed students’ passive responses, low motivation, and limited exposure to digital media in literacy activities. Knowledge gap: Existing studies have not provided development results of interactive Augmented Reality media aligned with early grade literacy needs. Aims: This study aimed to develop Augmented Reality-based learning media and determine its validity, practicality, and ability to foster student engagement in literacy learning. Results: Using the Four-D development model, expert validation indicated very high feasibility, teacher and student responses demonstrated strong usability, and classroom implementation showed high levels of affective, cognitive, behavioral, and interactive engagement. Novelty: The media integrates visual–audio literacy content and real-time interaction tailored for second-grade learners. Implications: Findings suggest the media can serve as an innovative classroom resource and may be expanded for broader subjects, grade levels, and digital learning environments. Highlights Media demonstrated strong validity and practicality based on expert and user evaluation. Classroom implementation showed high student engagement across multiple engagement dimensions. Interactive visual–audio features supported more active literacy learning experiences. Keywords Augmented Reality, Learning Media, Student Engagement, Literacy Education, Elementary School
Global Trends in Local Wisdom-Based School Education: A Comprehensive Bibliometric Review (2009–2025) Syamsidar Saleng; Ishaq; Eny Syatriana
Journal of Local Wisdom in Education Vol. 1 No. 1 (2025): JLWE
Publisher : Ikatan Dosen Sains dan Teknologi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/8fjph017

Abstract

This study presents a comprehensive bibliometric analysis of global and national trends in integrating local wisdom within school education between 2009 and 2025. The integration of local wisdom into formal education is gaining urgency amid global calls for culturally responsive, sustainable, and identity-based learning. Despite growing scholarly interest, no prior study has systematically mapped the evolution of this research field. Addressing this gap, the study analyzed 391 Scopus-indexed documents, including journal articles, conference papers, and book chapters, using VOSviewer and Biblioshiny to examine publication trends, key authors, influential institutions, geographic distribution, core sources, and thematic keyword clusters. Results indicate a sharp increase in publications from 2016 onward, with Indonesia emerging as the dominant contributor. Key thematic areas include character education, technological integration, multicultural pedagogy, and ecological literacy. The novel contributions of this study lie in its quantitative, data-driven perspective, which complements previous qualitative findings and offers a macro-level understanding of research trajectories and intellectual structures. The study concludes that local wisdom-based education is becoming a critical domain within educational research, particularly in Southeast Asia, and calls for expanded international collaboration and methodological innovation. By systematically mapping this field, the study contributes to advancing culturally grounded educational practices. It provides actionable insights for educators, policymakers, and researchers seeking to enhance the relevance and inclusivity of education systems.
Speaking Through Personality: A Qualitative Analysis of Introvert and Extrovert Learners in Efl Classroom Nurul Ramadhani Putri Amril; Eny Syatriana; Sulkifli
Jurnal Sosial Humaniora dan Pendidikan Vol. 5 No. 2 (2026): Mei: Inovasi: Jurnal Sosial Humaniora dan Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/inovasi.v5i2.7406

Abstract

This study explores how introverted and extroverted learners’ speaking performance reflects their learning styles in an EFL classroom and how they interact during speaking activities at SMP Negeri 2 Sungguminasa. Using a descriptive qualitative design, six eighth-grade students (three introverts and three extroverts) were selected through purposive sampling based on classroom observations and teacher recommendations. Data were collected through non-participant classroom observations, audio/video recordings, and semi-structured interviews, then analyzed using Miles, Huberman, and Saldaña’s interactive model of data condensation, data display, and conclusion drawing. Findings show that introverted students display a reflective learning style, preferring to prepare in quiet settings, memorise at home, listen more, and take 3–5 second pauses before responding, using silence as internal rehearsal to prioritise accuracy. In contrast, extroverted students demonstrate a social/experiential learning style, characterised by quick and spontaneous responses, frequent hand-raising, initiating discussions, and treating every speaking opportunity as “learning by doing” to build fluency. Classroom interaction patterns indicate that extroverts tend to drive and sustain discussion, while introverts contribute more selectively with well-structured answers once they feel ready. These results suggest that personality differences do not determine speaking success, but shape distinct learning routes toward speaking proficiency. The study recommends that EFL teachers design inclusive speaking activities that provide planning time and quiet preparation for introverts, alongside interactive and spontaneous tasks that support extroverts’ social learning preferences.
Penguatan Komunikasi Inklusif melalui Workshop Bisindo bagi Mahasiswa Pendidikan Dasar Eny Satriana; Ummu Khaltsum; Nurul Amadyah; Sartika Defianty
Al-Khidmah Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): JANUARI-APRIL
Publisher : Institute for Research and Community Service (LPPM) of the Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/jak.v6i1.5228

Abstract

Inclusive education requires prospective teachers to be prepared to establish equal communication with all students, including Deaf and hard-of-hearing learners. However, in practice, Elementary Education students still face limitations in mastering Indonesian Sign Language (Bisindo), hindering effective inclusive communication. This situation underscores the importance of a community service program focused on strengthening inclusive communication competencies for prospective elementary school teachers. This community service activity aims to improve Elementary Education students’ readiness for inclusive teaching through an Indonesian Sign Language (Bisindo) workshop. The method employed is a participatory community service approach involving Elementary Education students as participants, the Deaf community, and sign language interpreters as activity partners. The program included delivery of basic Bisindo material, direct communication practice, and reflective learning experiences. Data were collected through observation during the activities, reflective interviews with participants, and documentation, then analyzed descriptively and qualitatively. The results indicate an increase in students’ understanding of inclusive communication concepts, basic Bisindo skills, and the development of empathy and openness toward student diversity. Overall, this activity contributes significantly to preparing prospective teachers who are more responsive and ready to implement inclusive teaching in elementary schools.
METHODOLOGICAL APPROACHES AIMED AT MEETING THE PERSONAL NEEDS OF CHILDREN IN THE PROCESS OF INCLUSIVE EDUCATION Abdullaeva Lola Tohirovna; Eny Syatriana
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/vxe2cw98

Abstract

The article explores the history, meaning, and importance of inclusive education; outlines its methodological underpinnings, aims, and objectives; and supports the humanistic nature of the pedagogical principles and conceptual ideas of inclusive education as well as their potential for application.
Communicative Language Teaching in The 21ST Century: A Systematic Literature Review of Trends, Challenges, and Pedagogical Innovations Ratnawati Ratnawati; Rustamoyaadash Rustamoyaadash; Eny Satriana
Enrichment: Journal of Multidisciplinary Research and Development Vol. 4 No. 1 (2026): Enrichment: Journal of Multidisciplinary Research and Development
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/enrichment.v4i1.659

Abstract

This systematic literature review (SLR) examines Communicative Language Teaching (CLT) practices in English as a Foreign Language (EFL) and English for Specific Purposes (ESP) contexts, focusing on research from 2015 to 2025. The review investigates how CLT contributes to learners’ speaking competence, motivation, and intercultural communicative competence (ICC), as well as the professional development of educators. It also addresses structural constraints in implementation and innovations in digital pedagogy. The methodology followed PRISMA 2020 guidelines, using Scopus, Web of Science, and Google Scholar to identify 68 eligible peer-reviewed articles. Studies were analyzed thematically and appraised with Critical Appraisal Skills Programme (CASP) checklists to ensure rigor and relevance. The findings reveal that CLT enhances learner fluency, confidence, and engagement when implemented through interaction-rich activities such as role-plays, group discussions, and peer feedback. Integrating psychological frameworks like self-efficacy theory and Achievement Goal Theory (AGT) demonstrates that CLT fosters higher motivation and more positive attitudes in learners. Additionally, incorporating ICC frameworks has enriched CLT in multicultural classrooms by promoting empathy, reflection, and adaptability. However, the review also identifies persistent barriers to CLT adoption, including exam-driven education systems, cultural misalignments, and limited teacher training. Emerging evidence supports the efficacy of online and blended CLT models that utilize microlearning, mobile technologies, and peer assessment strategies. Teacher beliefs, teacher identity, and collaborative professional development are shown to be critical factors in shaping CLT practices. In conclusion, this review underscores CLT’s adaptability and potential in diverse linguistic and technological environments, advocating for greater institutional support. This systematic literature review (SLR) examines Communicative Language Teaching (CLT) practices in English as a Foreign Language (EFL) and English for Specific Purposes (ESP) contexts, focusing on research from 2015 to 2025. The review investigates how CLT contributes to learners’ speaking competence, motivation, and intercultural communicative competence (ICC), as well as the professional development of educators. It also addresses structural constraints in implementation and innovations in digital pedagogy. The methodology followed PRISMA 2020 guidelines, using Scopus, Web of Science, and Google Scholar to identify 68 eligible peer-reviewed articles. Studies were analyzed thematically and appraised with Critical Appraisal Skills Programme (CASP) checklists to ensure rigor and relevance. The findings reveal that CLT enhances learner fluency, confidence, and engagement when implemented through interaction-rich activities such as role-plays, group discussions, and peer feedback. Integrating psychological frameworks like self-efficacy theory and Achievement Goal Theory (AGT) demonstrates that CLT fosters higher motivation and more positive attitudes in learners. Additionally, incorporating ICC frameworks has enriched CLT in multicultural classrooms by promoting empathy, reflection, and adaptability. However, the review also identifies persistent barriers to CLT adoption, including exam-driven education systems, cultural misalignments, and limited teacher training. Emerging evidence supports the efficacy of online and blended CLT models that utilize microlearning, mobile technologies, and peer assessment strategies. Teacher beliefs, teacher identity, and collaborative professional development are shown to be critical factors in shaping CLT practices. In conclusion, this review underscores CLT’s adaptability and potential in diverse linguistic and technological environments, advocating for greater institutional support.
THE IMPACT OF VISUAL AND AUDITORY LEARNING STYLES IN INSTRUCTIONAL VIDEOS FOR ENGLISH LANGUAGE LEARNERS Magfirah; Eny Syatriana; Yassir Mallapiang
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.15088

Abstract

This research aims to find information about the impact of visual and auditory learning in instructional videos on English Language Education students at Universitas Muhammadiyah Makassar. This research examining students' perspectives on the impact of visual and auditory learning in instructional videos based on their experiences. The subjects of this research are second semester students of English Education in the academic year 2023/2024 at Universitas Muhammadiyah Makassar who were selected using purposive sampling technique. Data were collected and analyzed using a qualitative approach. The instrument used to collect data is interview. The data were analyzed based on the interview results and made conclusions about the impact of visual and auditory learning in learning videos based on students' experiences. This research is expected to provide benefits for students in learning English. The results of this research indicate that visual learning styles have more positive impacts on students than auditory learning styles because students will more easily understand the material if it is presented in visual form. In addition, students also feel interested and enthusiastic and are not bored in participating in learning. it is evident from 13 or 100% of the subjects that 7 or 54% of the subjects apply a visual learning style, 4 or 30.7% of the subjects apply an auditory learning style and 2 or 15.3% of the subjects apply both. it means that students apply more visual learning styles than auditory learning styles.
The Effectiveness of The Deep Learning Model (Mindful–Joyful–Meaningful) on Students' Ability to Write Recount Texts at UPT SMPN 3 Galesong Selatan Tri Selviani; Nurul Ramadhani Putri Amril; Syafirah Prakasa; Muhammad Zacki Mubarak; Eny Satriana
TRANSFORM: Journal of English Language Teaching and Learning Vol. 14 No. 4 (2025): December, 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tj.v14i4.72151

Abstract

This study examines the effectiveness of the Deep Learning Model integrating Mindful, Joyful, and Meaningful Learning in enhancing junior high school students’ ability to write recount texts. Motivated by the challenges students commonly face in organizing ideas, applying past-tense forms, and maintaining coherence, this research aims to determine whether a holistic and student-centered learning approach can improve their writing performance. Employing a pre-experimental one-group pre-test–post-test design, the study involved 33 ninth-grade students at UPT SMPN 3 Galesong Selatan. Data were collected through a recount writing test assessed using an analytic scoring rubric, and analyzed using descriptive statistics and a paired-samples t-test. The results show a significant improvement from pre-test to post-test, indicating that the integration of mindful awareness, enjoyable learning experiences, and meaningful contextual connections effectively supported students’ development in recount writing. These findings highlight the potential of the Deep Learning Model to strengthen narrative writing skills in EFL settings and suggest that holistic instructional approaches can create more engaging and supportive classroom environments.
Canva Based Digital Comic Media Innovation Incorporating Kajang Tribe Local Wisdom for Elementary School Students: Inovasi Media Komik Digital Canva Berbasis Kearifan Lokal Suku Kajang untuk Siswa Sekolah Dasar Andi Muhammad Barkah Ambarsyah; Eny Satriana; Andi Paida
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2322

Abstract

Limited reading resources and unengaging textual formats often hinder student literacy development in primary classrooms. General Background Limited reading resources and unengaging textual formats often hinder student literacy development in primary classrooms. Specific Background Indonesian language education relies on textual materials that fail to capture student engagement, leading to diminished reading motivation in elementary schools. Knowledge Gap Although digital design tools exist, research integrating specific regional traditions like the Kajang community into interactive digital comic frameworks remains limited. Aims This study aimed to develop a local wisdom-based comic using Canva and examine its validity, practicality, and effectiveness for fourth-grade students. Results The comic achieved a 94% media validation score, a 92% teacher response rate, and an evaluation score increase from 50% to 82%. Novelty The integration of Kajang indigenous culture into a Canva-assisted digital comic provides a contextualized reading repository for elementary students. Implications This digital media serves as a practical alternative for educators to improve literacy rates and cultural awareness in primary education. Highlights The Canva application enabled the design of an interactive digital comic incorporating Kajang indigenous culture. Expert evaluations confirmed the validity and high practical applicability of the developed comic media. Student evaluation scores demonstrated substantial improvements following the implementation of the reading media. Keywords Comic Media; Local Wisdom; Canva Application; Reading Interest; Elementary School
Co-Authors A. Arif, Tarman Abdullaeva Lola Tohirovna Amalia Ramadhani AMALUDDIN Andi Adam, Andi Andi Muhammad Barkah Ambarsyah Andi Muhammad Barkah Ambarsyah Andi Paida Ardiana Ardiana Ardiansyah Ariana Ariana Arief, Mardhatillah Arman Ahmad astiani Astuti, Nina Sri Aulia Eka Putri Daddi, Herlina Dhiya Magfirah Dila Dzilarsy, Adni Erwin Akib Evi Ariana Feren Pratiwi Pomalingo Firman Firman Firman Firman FITRIANTI Geminastiti Sakkir Haerani Hasmalia Hijrah Ilmiah Inda Sari Ishaq Jumiaty, Andi Asri Jumriani Junaid Kaharuddin Kaharuddin Kiki Fatmala Kiki Fatmala, Kiki M. Yogi Riyantama Isjoni Magfirah Mallapiang, Yassir Mita Muh. Ali Imran Muh. Nahwi Al-Bukhari W. Simbala Muhammad Zacki Mubarak Mukhlis MULYANI Nur Aini Anisa Nur Asia Nurbaya Nurinda Sari Nurlina Nurlina Nurlina Nurlina Nurmutmainna Nurtinasri Nurul Amadyah Nurul Ramadhani Putri Amril Nurul Ramadhani Putri Amril Nurwahida Nurwahida, Nurwahida Rafli RATNAWATI Ratnawati Ratnawati Ratnawati Ratnawati Ratu Yulianti Natsir Regita Cahyani Regita Maulinda Richard Orem Rukmayana, Wika Rum, Eka Prabawati Rustamoyaadash Rustamoyaadash Sadriana Ayu Saiful Saiful Saiful Saiful Sartika Defianty Sitti Maryam Hamid, Sitti Maryam Sri Wahyuni St Zulaikha Hidayat Sukida Syafirah Prakasa Syamsidar Saleng tania, tania Tri Selviani Ul haq, Muhammad Zia Wildan Burhanuddin Yassir Mallapiang Yuliana Yuliana Yumriani Yumriani Zia Ul Haq, Muhammad