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All Journal Jurnal Bestari PROSIDING SEMINAR NASIONAL Litera Jurnal Al-Tadzkiyyah KEMBARA Language Literacy: Journal of Linguistics, Literature, and Language Teaching Jurnal Bimbingan dan Konseling Ar-Rahman Lectura : Jurnal Pendidikan Bio-Lectura Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Pembelajaran dan Biologi Nukleus JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Tsaqofah: Jurnal Penelitian Guru Indonesia International Journal of Community Engagement Payungi Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia EDUMALSYS Journal of Research in Education Management Assyfa Learning Journal International Journal of English Language and Pedagogy International Journal of Education, Management, and Technology International Journal of Humanities, Education, and Social Sciences Assyfa Journal of Multidisciplinary Education
Ribut Wahyu Eriyanti
FKIP Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Social Sciences Other

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Effectiveness of Implementing Productive Skills Evaluation for Students in BIPA Learning Haryanti, Novi; Eriyanti, Ribut Wahyu; Sunaryo, Hari
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.4025

Abstract

This study aims to analyze the effectiveness of evaluation practices in developing students' productive skills in Indonesian Language Learning for Foreign Speakers (BIPA), particularly in speaking and writing. Using a mixed methods approach, data were collected through speaking and writing tests, questionnaires, semi-structured interviews, and observations. The findings show that consistent evaluation frequency and relevant learning contexts significantly influence students’ perceptions and the development of their productive skills. Performance-based evaluations—such as monologues, dialogues, and writing tasks grounded in real-life situations—were found to be the most effective and meaningful. However, feedback delivery remains a major weakness, as many students felt that the feedback they received was too vague and not helpful enough for improving their skills. Therefore, there is a need to develop an evaluation system that is not only regular and contextual but also provides practical and targeted feedback. These findings are expected to serve as a reference for designing more effective BIPA evaluation strategies, focusing on strengthening speaking and writing skills, and supporting students in becoming active users of the Indonesian language in their daily lives.
Building a Learning Community: Deep Learning Implementation at SMP Muhammadiyah 9 Surabaya Amirul Fatah, Novi; Eriyanti, Ribut Wahyu; Sunaryo, Hari
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.30331

Abstract

Education does not only function as a process of knowledge transfer, but also plays a role in shaping character, values, and 21st century skills. The implementation of deep learning requires a paradigm shift from teacher-centered learning to learner-centered learning. The success of deep learning implementation is greatly influenced by the role of schools as learning communities that involve all school members and stakeholders. This article aims to describe the good practices of SMP Muhammadiyah 9 Surabaya as a learning community in supporting deep learning based on the Merdeka Curriculum. This study uses a qualitative descriptive approach based on good practices carried out through On-the-Job Training (OJT) activities in the odd semester of the 2025/2026 academic year. The implementation stages include assess, design, implement, measure, and reflect. The results of the study show an increase in teacher collaboration through professional learning communities, increased student involvement in learning activities, and stronger partnerships between schools, parents, and the community. This program encourages the formation of a culture of reflection and continuous learning in the school environment. The findings of the study indicate that schools as learning communities are an effective strategy in supporting meaningful and sustainable deep learning.
Utilization of Artificial Intelligence-Based Canva as an Adaptive Learning Media for Students with Intellectual Disabilities Fauzi, Ali; Eriyanti, Ribut Wahyu; Sunaryo, Hari
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.30351

Abstract

Students with intellectual disabilities frequently encounter cognitive and adaptive learning barriers that require structured, visual, and personalized instructional support within inclusive education environments. Despite the rapid advancement of artificial intelligence (AI) technologies in education, limited studies have examined the pedagogical potential of AI-supported design platforms such as Canva for adaptive learning in this population. This study aims to analyze the role of AI-based Canva as an adaptive learning medium for students with intellectual disabilities through a systematic literature review combined with thematic analysis of recent research on AI integration, visual learning media, and inclusive instructional practices. The findings indicate that AI-supported Canva facilitates material simplification, multimodal visualization, and flexible content personalization that enhance student engagement, conceptual understanding, and accessibility of learning materials while supporting teachers in implementing differentiated instruction. In addition, the platform contributes to improving instructional efficiency and promoting inclusive learning environments when supported by adequate pedagogical planning and digital literacy competencies. This study contributes to the literature by proposing a conceptual framework for integrating AI-based Canva as an adaptive visual learning medium in inclusive education contexts and provides practical guidance for educators and policymakers in designing accessible technology-enhanced instruction for students with intellectual disabilities.
Revitalizing Senior High School Streaming Through Adaptive Assessment and Career Services Syafryanto Adam; Ribut Wahyu Eriyanti; Muhamad Supian
International Journal of Education, Management, and Technology Vol 4 No 1 (2026): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v4i1.8974

Abstract

Flexible curriculum policies have been widely adopted to promote student autonomy and personalized learning in secondary education, yet in practice academic streaming within these systems often encounters substantial challenges, including limited student readiness, fragmented career guidance, and inconsistent school-level implementation. These conditions can produce pseudo-flexibility, whereby students’ subject choices are constrained more by institutional capacity than by their interests and abilities. This study aims to analyze the challenges of senior high school academic streaming in flexible curriculum contexts and to develop a conceptual model that revitalizes streaming through the integration of adaptive assessment and career services. Using a qualitative research design, the study employs policy analysis and a systematic literature review of national education policies, peer-reviewed journal articles, and international reports related to curriculum management, assessment, and career guidance. The findings indicate that effective academic streaming requires three interrelated components: adaptive assessment to generate data-informed student profiles, structured career services to provide continuous guidance and decision support, and interdisciplinary learning pathways to operationalize curricular flexibility in a coherent and meaningful manner. The proposed model positions academic streaming as a managed, student-centered process that aligns pedagogical practices with educational management and educational technology. The study contributes theoretically by offering an integrative framework that bridges gaps between assessment, career guidance, and flexible curriculum policy, and practically by providing a strategic reference for policymakers and school leaders. Future research is recommended to empirically test the proposed model in school settings to evaluate its impact on academic alignment, career readiness, and educational equity.
Limitations of Conventional Entrepreneurship Education in Developing Students’ Social Entrepreneurship Competencies Novianti Rahmawati; Ribut Wahyu Eriyanti
International Journal of Humanities, Education, and Social Sciences Vol 4 No 1 (2026): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v4i1.8943

Abstract

Although entrepreneurship education has been widely implemented in higher education, its effectiveness in developing students’ social entrepreneurship competencies remains limited. This study aims to examine the limitations of conventional entrepreneurship education in fostering students’ social entrepreneurship competencies and to identify areas requiring pedagogical strengthening. Employing a quantitative descriptive survey design, the research involved 120 undergraduate students who had completed entrepreneurship courses, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistical techniques. The findings indicate that entrepreneurship education is predominantly theory-oriented and classroom-based, with limited opportunities for community engagement and experiential learning. As a result, students’ social entrepreneurship competencies, particularly empathy, community leadership, and the ability to identify social problems were generally at moderate to low levels. The results further demonstrate a strong need to reorient entrepreneurship education toward more experiential, community-linked, and socially engaged learning approaches to better support the development of social entrepreneurship competencies. This study provides empirical evidence highlighting the limitations of conventional entrepreneurship education and contributes to the ongoing discourse on strengthening social entrepreneurship competencies within higher education through curriculum and pedagogical innovation.
Financial Literacy of Pre-Service Economics Teachers in Indonesia Muhamad Supian; Ribut Wahyu Eriyanti
EDUMALSYS Journal of Research in Education Management Vol 4 No 1 (2026): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v4i1.8850

Abstract

Financial literacy has become a core competence in the digital economy, particularly for pre-service teachers who are expected to model and transmit sound financial practices to future generations, yet empirical evidence continues to show a persistent gap between awareness and actual competence among university students. This study aims to examine the multidimensional financial literacy profiles of pre-service economics teachers in Indonesia and to identify implications for teacher education in digitally mediated contexts. A quantitative descriptive survey design was employed, involving 100 pre-service economics teachers selected through purposive sampling. Data were collected using a validated questionnaire measuring financial knowledge, financial behaviour, and financial attitudes, and were analysed using descriptive statistics and Pearson correlation in SPSS 26. The findings reveal two central paradoxes: high awareness of financial literacy is not accompanied by adequate financial knowledge, and extensive engagement with digital financial services does not correspond with a sound understanding of financial risk. Participants demonstrated moderately positive financial attitudes and high levels of digital financial usage, yet exhibited low-to-moderate financial knowledge and inconsistent long-term financial behaviour. These results contribute to the theoretical development of multidimensional financial literacy by positioning it as a pedagogical competence in teacher education and highlight the misalignment between digital financial engagement and substantive financial capability. The study concludes that pre-service economics teachers require applied, reflective, and digitally grounded financial literacy learning experiences, and recommends curriculum redesign in teacher education programs to integrate case-based learning, digital finance simulations, and reflective practices, thereby strengthening future teachers’ readiness to deliver credible and effective financial education.
Co-Authors Afriani, Dwi Tika Ainur Rofieq Ainur Rofiq Al Khudri Sembiring ali fauzi Amirul Fatah, Novi Arif Setiawan Arista, Ria Asih, Ria Arista Asrofi, Asrofi Atok Miftachul Hudha Atok Miftahul Huda, Atok Miftahul Aulia Putri Chastanti, Ika Daroe Iswatiningsih Djoko Widodo Efendi, Muhtar Eka Danik Prahastiwi Endang Sri Estimurti Erna Budiarti Ernawati Ernawati Fatah, Novi Amirul Fauzan . Fitri Endang Srimulat Hari Sunaryo Haryanti, Novi Hasruddin Huda, Antok Miftachul Huda, Atok Miftachul Huda, Atok Miftakhul Huda, Atuk Miftachul Jakandar, Lalu Iwan Eko Juwita Boneka Sinaga MARWANI Masduki Muhamad Supian Muhammad Andi Setiawan Novianti Rahmawati Nur Mahfuzah Saffawati Nurhaida Lakuana Nurul Hadi Mustofa Rahayu, Umi Puji Ramadansur, Rahmat Safnidar Siahaan, Safnidar Sembiring, Rinawati Syafriyeti, Rahmi Syafryanto Adam Wardani, Mardiana Zuhriah, Nurul