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All Journal Metathesis: Journal of English Language, Literature, and Teaching BASIS (BAHASA DAN SASTRA INGGRIS) Jurnal Pengabdian Dharma Laksana Jurnal Pendidikan dan Konseling JURNAL KOULUTUS EduLine: Journal of Education and Learning Innovation Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat JEELS (Journal of English Education and Linguistics Studies) The Eastasouth Journal of Learning and Educations West Science Social and Humanities Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Journal of Humanities and Social Studies Journal of Nonformal Education KREATIF: Jurnal Pengabdian Masyarakat Nusantara Jurnal Pendidikan dan Sastra Inggris
Rika Riwayatiningsih
Universitas Nusantara PGRI Kediri
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Pemberdayaan Guru SMA melalui Penyusunan Modul Ajar Literasi dan Numerasi Berbasis Web dan Aplikasi Bayu Surindra; Rika Riwayatiningsih; Mochamad Muchson; Faridha Nadzirotur Rohmah; Fredo Ladona Alamsyah
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 5 No. 4 (2025): Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v5i4.8783

Abstract

Students' literacy and numeracy skills are an integral part of achieving success in learning, requiring cooperation in all aspects so that literacy and numeracy skills in schools can be optimally developed. This community service activity aims to empower partner high school teachers in developing and implementing technology-assisted literacy and numeracy-based teaching modules to improve student learning outcomes. The method used was the Participatory Action Model, which emphasized the active involvement of partner teachers in all stages. The program was implemented in four stages, namely socialization of process standards, training in teaching module development, assistance with classroom implementation, and reflection and evaluation. This activity was attended by 33 teachers from two partner high schools in Blitar City. The results of this activity were that the training produced 10 teaching modules covering 10 social studies elective subjects, which were documented in the school's application and website. At the implementation stage, 60% of teachers and 60% of students achieved the Learning Objective Achievement Criteria (KKTP), and after remedial activities and micro teaching, 100% of teachers and students successfully met the KKTP. These findings indicate that systematic assistance in the development and implementation of digital-based literacy and numeracy teaching modules can improve teacher competence and student learning outcomes. This activity needs to be carried out continuously to strengthen the culture of literacy and numeracy in partner schools.
THE USE OF ZOOM APPLICATION TO SUPPORT ONLINE LEARNING DURING PANDEMIC TIME FOR STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY OF NUSANTARA PGRI KEDIRI Dwi Hayuningtias; Rika Riwayatiningsih; Dewi Kencanawati
Jurnal Pendidikan dan Sastra Inggris Vol. 2 No. 3 (2022): Desember: Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v2i3.655

Abstract

In learning, an offline system (face-to-face) and an online system can be used to learn in order to process of acquiring knowledge. However, the world is now in total lockdown as a result of the Covid-19 virus, which has forced all activities, including education, to move to an online system. Students at University of Nusantara PGRI Kediri, particularly those in the English department, use a variety of online learning support applications, in order to facilitate online learning. One application that is used for frequent is Zoom Application. The purpose of this study is to find the use of Zoom application to support online learning, and the advantages and disadvantages of Zoom application during the pandemic time for English department students at University of Nusantara PGRI Kediri. This study used qualitative research as its technique. 22 first-graders (second semester) volunteered as subjects for data collection. Interview and questionnaire chosen as its data collecting technique. The findings of the data analysis display that the use of the zoom application can bridges the online learning as well as teacher and student interactions while on the other hand, zoom application has advantages and disadvantages that must be considered.
Beyond Traditional Testing: Exploring the Efficacy of Adaptive Assessments in Shaping Future Learners Moses Adeleke Adeoye; Entika Fani Prastikawati; Rika Riwayatiningsih
Journal of Nonformal Education Vol. 11 No. 1 (2025): Community education and lifelong education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i1.19934

Abstract

This study investigates the impact of adaptive assessment tools on student learning outcomes, engagement and knowledge retention compared to traditional assessment methods. The research employs a descriptive survey design, utilising a quantitative research approach to gather data from 200 students across various educational settings in Kwara State, Nigeria. The primary research questions explore how adaptive assessments influence knowledge retention, engagement levels and the identification of areas needing additional support. By focusing exclusively on students as respondents, the study reliable data that elucidates the effectiveness of adaptive assessments in enhancing knowledge retention and engagement within educational settings. The findings reveal that adaptive assessments significantly enhance knowledge retention, as indicated by mean scores above the established cut-off point of 3.0 across all survey items. Students reported high levels of engagement, motivation and clarity regarding their learning needs when using adaptive tools. In contrast, traditional assessments received notably lower scores, suggesting limited effectiveness in fostering positive learning experiences. The study concludes that adaptive assessment tools provide a more personalised and effective approach to student learning, leading to improved outcomes in both knowledge retention and engagement. It is recommended that educators integrate adaptive assessments into their curricula to maximise student learning potential. Policymakers should consider supporting the implementation of adaptive technologies in educational institutions to enhance the overall learning experience. The research contributes to the theoretical understanding of personalised learning approaches and offers empirical evidence supporting the effectiveness of adaptive assessments in contemporary education.
EFL students’ beliefs about AI-assisted writing and its perceived impact on their English writing development Rika Riwayatiningsih; Raveenthiran Vivekanantharasa; Entika Fani Prastikawati
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7343

Abstract

Recent advancements in AI have provided new chances to support EFL writing. This study investigated the perceptions of Indonesian EFL students regarding AI-assisted writing tools and their perceived impact on English writing development. An explanatory sequential mixed-methods design was employed. A survey and asynchronous written semi-structured interviews examined students’ beliefs and perceptions regarding ChatGPT and Grammarly, the perceived impact of these tools on essential writing sub-skills, and their ethical and autonomy-related concerns within academic settings. Quantitative results showed predominantly positive perceptions, with students reporting perceived benefits for idea generation, coherence, grammatical accuracy, vocabulary choice, and overall textual clarity. Grammarly was acknowledged for improving error awareness and linguistic accuracy, whereas ChatGPT facilitated brainstorming and paragraph structuring. Interview accounts indicated cautious and critical engagement, as students reported evaluating AI suggestions rather than adopting outputs uncritically. Students also expressed concerns about misinformation, academic integrity, and the possibility of reduced confidence or independence under excessive reliance on AI-assisted feedback. Within this sample and context, findings suggest that AI-assisted writing tools may support EFL learners’ writing processes when used thoughtfully, but effective integration requires guidance that promotes ethical awareness, verification practices, and sustained writing autonomy. Future research should triangulate perceptions with  performance-based writing outcomes (e.g., rubric-scored pre–post writing tasks) and usage evidence to examine longer-term development.
IMPROVING ELEVENTH-GRADE STUDENTS’ SPEAKING SKILLS THROUGH DEBATE ACTIVITIES DESIGNED WITH ROLE-PLAY Aprillia Putri; Yunik Susanti; Rika Riwayatiningsih
JURNAL KOULUTUS Vol. 9 No. 1 (2026): JURNAL KOULUTUS
Publisher : LPPM Universitas Kahuripan Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51158/v4kkd865

Abstract

Speaking is an important skill in learning English. However, some students find it difficult to express their ideas and communicate their messages confidently. The present study focused on the effect of role-play discussion exercises on students’ speaking skills. This study was quantitative pre-experimental one group pre-test post-test design with 22 eleventh grade students of SMAN 6 Kediri. Data were collected through interactive speaking assessments and analysed with descriptive statistics and a paired-sample t-test. The results showed that the mean score was increased from 64.36 to 78.18 at significance level 0.001 (p < 0.05). The results indicated that the role-play debate activities significantly enhanced the students’ speaking skills and helped them to communicate meaningfully in EFL classrooms.
Co-Authors AGUNG WICAKSONO Andi Fitriani Djollong Anggun Citra Dini Dwi Puspitasari Annisa Agung Rahmadhani Aprillia Putri Bayu Surindra Dewi Kencanawati Diani Nurhajati Dwi Hayuningtias Entika Fani Prastikawati Entika Fani Prastikawati Faridha Nadzirotur Rohmah Firda Anisa Sukmayani Fredo Ladona Alamsyah Herman Taufik Inge Aprilia Saputri Khoiriyah Mahendra Puji P A Mahendra Puji PA Mochamad Muchson Moses Adeleke Adeoye Muhammad Rusdi Nike Aprilia Raveenthiran Vivekanantharasa Sulistyani Sulistyani Yunik Susanti