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W, Widhiyanto

Universitas Negeri Semarang

Author-ID : 2506621

Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Public Health Social Sciences Other

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Improving the Image of Women in Social Media Based on Gender Justice for Teenagers Fidiyani, Rini; Mukminto, Eko; Irawaty, Irawaty; Widhiyanto, Widhiyanto; Anitasari, Rahayu Fery; Simangunsong, Edward Michael; Daffa, Hafidz; Nugroho, Samuel Adi
Jurnal Abdimas Vol. 28 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/h1yezh96

The social media network has become one of the most favored digital technology platforms for information and entertainment among the public today. However, in social media practices, women often appear as objects that are sexualized or commodified commercially. According to a survey by wearesocial.com and Hootsuite, most internet users in Indonesia fall into the categories of teenagers and young adults. Building upon the results of this survey, community service focuses on the age group of 13 to 18 years old who are currently studying at a Senior High School (SMA). This community service initiative occurs at a Public Senior High School in Semarang City, Central Java. The activity involves the socialization and mentoring of 100 students (50 males and 50 females). This activity influences the perspectives and behaviors of teenagers towards the portrayal of women on social media, leading to an average score change from 39 (before socialization) to an increased average of 89 (after socialization and mentoring), which represents a significant increase.

Bridging Theory and Practice Through Real-World Language Assessment Design Dewi, Desi Surlitasari; Manurung, Sulastri; Manuhutu, Natalia; Saputro, Isnaini Eddy; Widhiyanto, Widhiyanto; Wahyuni, Sri; Ardhi, Mega Aulia
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i125026

Language assessment is a crucial component of effective language teaching. However, many pre-service teachers lack sufficient training in assessment practices, resulting in a gap between theoretical knowledge and practical application. This study explores how pre-service teachers perceive the effectiveness of a project-based approach to designing and administering real-world language assessments and examines the challenges they face. Combining a closed questionnaire and semi-structured interviews, the study gathers quantitative and qualitative data from twenty-five pre-service teachers. The findings revealed that hands-on involvement in assessment design enhances teachers' understanding of key assessment principles, increases confidence, and bridges the gap between theory and practice. However, participants also faced challenges, particularly in ensuring the validity and reliability of their assessments. These challenges were manageable with the support provided in the course, indicating the value of structured guidance and expert collaboration in developing assessment literacy. The findings underscore the value of integrating theory with practice in teacher training, providing important insights for language assessment education. Future research could examine larger samples, long-term impacts of such training, and the role of digital tools in developing assessment literacy.

Negotiating identity, originality, and agency in AI-assisted dissertation proposal writing among English education students Widhiyanto, Widhiyanto; Haryanti, Rahayu Puji; Mutiaraningrum, Ira; Anggraeni, Candradewi Wahyu; Suryani, Lilis; Yafi, Mohammad Ali
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 8 No 4 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v8i4.1460

This study examined the diverse approaches doctoral students take to developing an academic voice when utilizing AI. It examines the manifestation of academic integrity and agency, as well as the interplay among these constructs, through a case study. Thematic analysis, as a data analysis tool, from the responses of six doctoral students enrolled in the Proposal Dissertation Course, sheds light on the critical acceptance of AI. The results of the focus-group discussion and students’ reflective journals reveal that AI is recognized as applicable but does not replace human critical thinking in the manual investigation process. Research shows that students build academic identity through strategies such as making AI a discussion partner to maintain the author’s voice. They also maintain academic integrity by verifying AI sources, avoiding unreal citations, and manually paraphrasing the text. Students leverage AI for technical tasks and time management yet remain non-reliant and edit AI output to ensure it remains original work.

Exploring English Education Students’ Challenges in Writing an Introduction for a Journal Article Mar'atassolihah, Aftina; Widhiyanto, Widhiyanto
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2077

Developing academic writing competence is essential for English education students. This competence is crucial particularly for producing research articles for publication. The introduction section is often perceived as the most challenging part to write. It requires student-writers to establish a research context, engage with previous studies, and clearly state research purposes. In the EFL contexts, these demands are further complicated by some factors as linguistics, rhetorical development, and affective factors. This study examines the challenges encountered by undergraduate English education students in Indonesia when writing research article introductions, focusing on rhetorical organization based on Swales’ (1990) CARS Model. A qualitative research design was employed, involving semi-structured interviews with five seventh-semester students at Universitas Negeri Semarang. The findings reveal varied difficulties across the three rhetorical moves, including limited confidence in establishing research territory, problems synthesizing prior studies and identifying research gaps, and reliance on restricted strategies when presenting research purposes. These findings emphasize the importance of pedagogical support through explicit instruction, scaffolding, and peer feedback to improve students’ academic writing development.

Genre of Students’ Descriptive Text: A Case of Texts Developed by Tenth Grade Students of SMA Teuku Umar Semarang Ulya, Himatul; Widhiyanto, Widhiyanto
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2044

This study investigates the genre analysis of descriptive texts written by tenth-grade students at SMA Teuku Umar Semarang. It examines students’ mastery of generic structures and linguistic features, focusing on identification, description, present tense, adjectives, and relational verbs also it strengths and weaknesses. Using a qualitative descriptive design, data were collected from 25 students and analyzed through the genre framework of Tardy and Swales (2021). Findings show that most students applied the generic structures correctly, though the level of descriptive detail varied from minimal to fairly elaborate. Linguistic features were generally appropriate, but limited vocabulary and frequent mechanical errors persisted, reducing accuracy and coherence. The study concludes that while structural mastery has been achieved, linguistic sophistication remains a challenge, highlighting the need for pedagogical strategies that integrate genre-based scaffolding with explicit language development.

Exploring Student-Teachers’ Reflection on Microteaching: A Method for Achieving Continuous Professional Development Nikmah, Alfu; Hartono, Rudi; Yuliasri, Issy; Widhiyanto, Widhiyanto
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.33773

This paper's primary goal is to investigate perceptions of the implementation of a microteaching course using reflective teaching practice. Microteaching is a course that prepares student-teachers to become professional instructors. Reflective teaching techniques include self-reflection and reflections from teachers and peers, which lead to effective and complete evaluation. This study explores how Indonesian student-teachers perceive the implementation of microteaching and how they discover the reflection in the microteaching course. Using a qualitative approach, semi-structured interviews and focus group discussions were conducted with seven participants to gather in-depth insights into their experiences and perceptions regarding reelection in the microteaching course. The results showed that student-teachers were concerned about preparing before conducting microteaching, including searching for materials to construct a lesson plan, conducting teaching performance and evaluation, and perceiving positive arguments in the reflections given by the teacher and peers. Having strengths and weaknesses from the comments made student-teachers tend to improve their performance in the next practice. The results of this investigation have significant practical relevance for evaluating student-teachers’ teaching performance through reflection practice and for helping future teachers fulfil their requirement to be professional teachers.

Lexical acquisition in blended EFL learning: Integrating the enriched virtual model into VARK learning styles Sophia Budiman, Theresia Cicik; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.237-256

Vocabulary knowledge plays a fundamental role in second language (L2) proficiency and is strongly linked to students’ academic success in higher education. As blended learning becomes increasingly prevalent in university contexts, there is a growing need for instructional models that promote flexibility, learner engagement, and multimodal input. This study investigates the integration of VARK learning styles—Visual, Aural, Read/Write, and Kinesthetic—within the Enriched Virtual Model (EVM) to support lexical competence among English as a Foreign Language (EFL) learners. Adopting a mixed-methods design, the study involved 53 undergraduate students enrolled in a Lexical Studies course. Quantitative data were collected through pre- and post-tests to measure lexical gains, while qualitative insights were obtained from reflective journals and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests to examine pretest–posttest differences, one-way ANOVA to compare vocabulary gains across VARK learning-style groups, and Cohen’s d to determine effect size. Qualitative data were analyzed thematically following Braun and Clarke’s six-step framework.The findings reveal a statistically significant improvement in students’ lexical mastery, with a large effect size indicating a strong instructional impact. Analysis across VARK categories shows that Visual and Read/Write learners benefited most from the multimodal online materials, although positive progress was observed across all learning-style groups. Qualitative results further indicate that the VARK-informed EVM enhanced learner engagement, autonomy, and motivation by allowing students to interact with vocabulary through varied and flexible modalities. However, challenges related to cognitive workload and limited opportunities for kinesthetic engagement in online environments were also reported. These findings suggest the importance of balancing modality representation when designing blended vocabulary instruction. Overall, this study contributes to multimodal lexical pedagogy and offers practical implications for developing adaptive and learner-centered blended learning models in higher education.

Epistemic Agency in Multimodal Reading: How Primary Learners Construct Knowledge Across Modes Hasna Fitri Labibah; Januarius Mujiyanto; Dwi Rukmini; Widhiyanto Widhiyanto
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 2 (2025): October 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i2.22155

AbstractReading literacy remains a persistent challenge in many English as a Foreign Language (EFL) contexts. However, primary EFL learners frequently encounter difficulties in integrating linguistic, visual, spatial, and gestural modalities. This study investigates how primary learners exercise epistemic agency in multimodal reading and construct knowledge across different modes. Utilizing multimodality theory and epistemic agency, the study implemented an explanatory sequential mixed-methods design involving thirty fifth-grade students from Madrasah Ibtidaiyah Negeri (MIN) 1 Tulang Bawang Barat, Lampung. In Phase 1, a one-group pretest–posttest design measured changes in multimodal comprehension using a validated twenty-item instrument. Results showed significant improvement, with mean scores rising from 61.40 (SD = 8.25) to 74.30 (SD = 7.80), t(29) = 8.52, p < 0.001, and Cohen’s d = 1.56, indicating a large effect. In Phase 2, six students representing varied improvement levels were interviewed and engaged in task-based reflections. Thematic analysis identified five dimensions of epistemic agency: taking initiative, decision-making across modes, justification of understanding, reflection and self-regulation, and collaboration and dialogue. The integration of both phases demonstrated that learners' agentive engagement with multimodal resources underpinned comprehension gains, transforming affordances into strategies for meaning-making. These findings affirm that multimodal pedagogy fosters not only measurable comprehension outcomes but also autonomy, critical thinking, and collaborative engagement. The study recommends embedding multimodal literacy into EFL curricula and providing scaffolds that balance cognitive support with opportunities for agency.Keywords: epistemic agency, knowledge construction, literacy pedagogy, multimodal reading, primary school. AbstrakLiterasi membaca tetap menjadi tantangan yang terus-menerus dalam banyak konteks Bahasa Inggris sebagai Bahasa Asing (EFL). Namun, pembelajar EFL tingkat dasar sering menghadapi kesulitan dalam mengintegrasikan modalitas linguistik, visual, spasial, dan gestural. Studi ini menyelidiki bagaimana pembelajar primer menjalankan agensi epistemik dalam membaca multimodal dan membangun pengetahuan di berbagai moda. Dengan memanfaatkan teori multimodalitas dan agensi epistemik, penelitian ini menerapkan desain metode campuran sekuensial eksplanatif yang melibatkan tiga puluh siswa kelas lima dari Madrasah Ibtidaiyah Negeri (MIN) 1 Tulang Bawang Barat, Lampung. Pada Fase 1, desain pretes-postes satu kelompok mengukur perubahan dalam pemahaman multimodal menggunakan instrumen dua puluh item yang tervalidasi. Hasil menunjukkan peningkatan yang signifikan, dengan skor rata-rata meningkat dari 61,40 (SD = 8,25) menjadi 74,30 (SD = 7,80), t(29) = 8,52, p < 0,001, dan Cohen's d = 1,56, yang menunjukkan efek yang besar. Pada Fase 2, enam siswa yang mewakili berbagai tingkat peningkatan diwawancarai dan dilibatkan dalam refleksi berbasis tugas. Analisis tematik mengidentifikasi lima dimensi agensi epistemik: mengambil inisiatif, pengambilan keputusan lintas moda, pembenaran pemahaman, refleksi dan pengaturan diri, serta kolaborasi dan dialog. Integrasi kedua fase menunjukkan bahwa keterlibatan agen pembelajar dengan sumber daya multimoda mendukung perolehan pemahaman, mengubah affordance menjadi strategi untuk pembuatan makna. Temuan ini menegaskan bahwa pedagogi multimoda tidak hanya mendorong hasil pemahaman yang terukur tetapi juga otonomi, pemikiran kritis, dan keterlibatan kolaboratif. Studi ini merekomendasikan penanaman literasi multimodal ke dalam kurikulum EFL dan menyediakan perancah yang menyeimbangkan dukungan kognitif dengan peluang untuk agensi.Kata kunci: agensi epistemik, konstruksi pengetahuan, pedagogi literasi, membaca multimodal, sekolah dasar.

Pelatihan Guru SMA Dalam Menggunakan AI untuk Menyusun Materi, Menerapkan Strategi, dan Melaksanakan Asesmen Widhiyanto Widhiyanto; Ardhi Prabowo; Christianti Tri Hapsari; Ira Mutiaraningrum; Candradewi Wahyu Anggraeni; Muhimatul Ifadah; Mohammad Ali Yafi
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.178-189

Digital transformation in education requires teachers to adapt to technological advancements, including AI. The integration of AI in teaching and learning offers great potential for creating a more personalized, interactive, and relevant learning experience. However, research shows that the use of AI in secondary schools is still limited because of a lack of understanding and skills among teachers. This Community Service Program (PKM) focuses on enhancing the competencies of teachers at SMAN 12 Semarang by integrating artificial intelligence (AI) technology into teaching. Through training, this program aims to equip teachers with the knowledge and practical skills to utilize AI to develop instructional materials, implement innovative learning strategies, and conduct effective assessments. The methods used include lectures, discussions, demonstrations, and practical training. The methodology employed in this study is a case study. Thirty-three teachers from various subjects participated in this activity. The survey results were analyzed using the mean, standard deviation, and thematic analysis. The survey results indicated that teachers had a positive outlook on using AI to create instructional materials, questions, and assessments. Teachers created AI chatbot prompts that were clear, specific, contextually relevant to learning, and outcome-oriented. This activity has proven to enhance high school teachers' literacy and skills in utilizing AI to create more meaningful and effective learning experiences.

Beyond Mastery: Evaluating Students’ English Writing Achievement Based on Minimum Mastery Criteria in an Islamic Elementary School Nelly Khoirina; Widhiyanto Widhiyanto
MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman Vol. 17 No. 1 (2026): June | MAGISTRA: Media Pengembangan Ilmu Pendidikan Dasar dan Keislaman
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/mgs.v17i1.15562

This study evaluates students’ English writing achievement based on Minimum Mastery Criteria (Kriteria Ketuntasan Minimal/KKM) in an Indonesian Islamic elementary school. The study addresses the need to critically examine whether students’ attainment of mastery criteria reflects actual writing competence among young learners. Employing a quantitative descriptive evaluation design, the study involved 22 second-grade students whose writing scores were collected through classroom-based assessment records. Data were analyzed using descriptive statistical techniques, including mean score calculation, score distribution analysis, and mastery percentage evaluation. The findings reveal that all students achieved the Minimum Mastery Criteria of 75, resulting in a 100% mastery rate with a mean score of 87.36. However, further analysis demonstrates variation in achievement levels, with students distributed across minimum, moderate, and high achievement categories. These findings indicate that although all students met the established mastery threshold, writing competence remained differentiated across learners. The study concludes that KKM-based evaluation is useful for measuring baseline achievement but should not be interpreted as a comprehensive indicator of writing proficiency. Therefore, teachers are encouraged to complement mastery-based assessment with broader evaluation approaches to capture more complex dimensions of students’ writing development.

Co-Authors Agus Dwiyanto Ahmad Hilal Madjdi, Ahmad Hilal Akhmad Zamroni Aldha Williyan Alfat Prastowo Alfu Nikmah Andika, Jeffri Dian Anggrianing Tyas, Hermin Anisah Puspita Anitasari, Rahayu Fery Ardhi Prabowo Ardhi, Mega Aulia Arif Suryo Priyatmojo Atmojo, Fajar Nugroho Dwi Azhar Maulana Maghribi Sidiq Azizah Maulina Erzad Bintang Priyanto Putri Bridgita Berlian Budiani Budiarti, Litani Ika Candradewi Wahyu Anggraeni Christianti Tri Hapsari Cindy Kurnia Octaviyanti, Cindy Kurnia Daffa, Hafidz Desi Surlitasari Dewi Dewayanti, Wanda Dewi Djoko Sutopo Dwi Rukmini Erydani, Vinsensia Anisa Citta Essie Setianingtyas Yuniardi Fadilla, Hilda Fatma Hetami Fauzi, Iwan Fauziah, Meli Fauziah, Meli Gema Gumika Damar Setyaning Djati Gisty Listiani, Gisty Hanum, Holy Latifah Hartono, Rudi Hasna Fitri Labibah Hendi Hidayat Hendi Hidayat, Hendi Hendi Pratama Hendrawaty, Nurmala Intan Satriani Ira Mutiaraningrum Irawaty Irawaty Issy Yuliasri Iswara, Jati Widya Iswara, Jati Widya Januarius Mujiyanto Januarius Mujiyanto, Januarius Katharina Rustipa Lia Indriyani Lilis Suryani Lilis Suryani Lorenna, May M. Rizki Giffary Manuhutu, Natalia Mar'atassolihah, Aftina Meiarista, Kiki Mochamad Rizqi Adhi Pratama Mohammad Ali Yafi Muhimatul Ifadah Mukminto, Eko Mursid Saleh Nanda Alifia Nelly Khoirina Ngasbun Egar Nikmah, Alfu Nugroho, Samuel Adi Nur Mufidah Nurkholidah, Endang Siti Nurkholidah, Endang Siti Nurmala Hendrawaty Puji Astuti Puspito Rizky Wahani Puteri, Siti Azizah Rahayu Puji Haryanti Rahmawati, Yusi Ramadhani, Alfarozi Zidane Ratih Inayah, Ratih Rini Fidiyani Rudi Hartono Rudi Hartono Ruli, Ruli Saeful Bahri Sakhiyya , Zulfa Saputro, Isnaini Eddy Seful Bahri Sekar Meifi Andari Setiyono, Wahyu Shofyatul Fuadiyah Simangunsong, Edward Michael Siti Musarokah Sri Suprapti Sri Wahyuni Sri Wuli Fitriati Sri Wuli Fritrianti Sulastri Manurung, Sulastri Sulistiyaningsih, Eka Fanti Theresia Cicik Sophia Budiman Tyas, Ghita Aning Ulya, Himatul Wachidah, Wahyu Dyah Nur Anis Wahyuni, Sri Warsono Warsono Windi Azahra Yosefina Rosdiana Su Yulita, Eva zulfa Sakhiyya

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