Article Per Year (5 Year)
p-Index From 2021 - 2026
5.096
P-Index
This Author published in this journals
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 Tunas: Jurnal Pendidikan Guru Sekolah Dasar Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Pembelajaran dan Biologi Nukleus GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Journal Evaluation in Education (JEE) JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Jurnal Impresi Indonesia Tsaqofah: Jurnal Penelitian Guru Indonesia Jurnal Pemberdayaan Masyarakat 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 Women, Education, and Social Welfare
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 Earth & Planetary Sciences 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

Published : 46 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 46 Documents
Search

 1   2   3   4   5 
Analisis Kesulitan Siswa Madrasah Aliyah Terpadu Al Hidayah Kelas XII dalam Pembelajaran Membaca Teks Bahasa Arab saputro, Zufrufin; Eriyanti, Ribut Wahyu; Sunaryo , Hari
Jurnal Impresi Indonesia Vol. 5 No. 2 (2026): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v5i2.7523

Abstract

Keterampilan membaca (Qiraah) merupakan fondasi esensial dalam penguasaan bahasa Arab, namun capaian belajar siswa kelas XII Madrasah Aliyah Terpadu Al Hidayah Sumenep masih rendah dengan nilai rata-rata 5,05. Penelitian ini bertujuan mengidentifikasi faktor-faktor kesulitan membaca teks bahasa Arab dari aspek internal maupun eksternal. Menggunakan pendekatan deskriptif kualitatif, subjek penelitian adalah siswa kelas XII tahun akademik 2025/2026 yang dipilih secara purposif. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis dengan model interaktif Miles dan Huberman. Hasil penelitian mengklasifikasikan faktor kesulitan ke dalam dua kelompok. Faktor internal meliputi rendahnya pengalaman kebahasaan, minimnya penguasaan kosakata dan kaidah nahwu-sharaf, lemahnya minat, serta motivasi belajar yang rendah. Faktor eksternal terdiri dari faktor guru (kurang penguasaan materi, metode monoton, sikap kurang mendukung, pemantauan pasif) dan faktor sarana (keterbatasan buku teks dan ketidaksesuaian konten dengan karakteristik siswa). Implikasi penelitian merekomendasikan penguatan kompetensi guru melalui pelatihan berkelanjutan, revitalisasi bahan ajar kontekstual, pengembangan iklim belajar yang mendukung minat intrinsik, serta penyediaan sarana pembelajaran yang memadai. Penelitian ini berkontribusi pada pengembangan model diagnostik kesulitan belajar bahasa Arab bagi lembaga pendidikan Islam.
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.
Developing and Validating a 4D Reflection Rubric for Assessing Teacher Professional Reflection in Narrative Writing Ernawati, Lilis; Eriyanti, Ribut Wahyu; Masduki; Agustin, Siti; Riyanti, Apriani
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.440

Abstract

Assessing teacher reflection in narrative texts remains challenging because existing rubrics often privilege explicit analytical writing and may overlook reflective meanings embedded in stories. This study aimed to develop and validate a multidimensional, genre-sensitive 4D Reflection Rubric for assessing pedagogical reflection in teacher-authored short stories. Using a Research and Development design adapted from the 4D model, the study involved 30 in-service elementary school teachers who produced classroom-based narratives, five expert validators, and five independent raters. The rubric was developed across four dimensions: cognitive, affective-relational, ethical, and action-oriented reflection. Data were analyzed using the Content Validity Ratio, Aiken’s V, Intraclass Correlation Coefficient, and descriptive statistics. The findings showed that nine of twelve indicators achieved full expert agreement, while three indicators required refinement. All indicators demonstrated satisfactory clarity, with Aiken’s V values ranging from 0.80 to 0.93. The rubric also showed excellent inter-rater reliability, with an ICC value of 0.90. Ethical reflection emerged as the most prominent dimension, followed by action-oriented and affective-relational reflection, whereas cognitive reflection was less explicitly articulated. These findings indicate that the 4D Reflection Rubric is valid, reliable, and responsive to both explicit and implicit forms of teacher reflection. This study contributes a genre-sensitive assessment tool for strengthening teacher professional development, feedback quality, and institutional capacity building in educational settings.
Revitalizing Senior High School Streaming Through Adaptive Assessment and Career Services Adam, Syafryanto; Eriyanti, Ribut Wahyu; Supian, Muhamad
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.
TikTok as an Effective Tool for English Language Learning: A Digital Ethics Perspective Suryatiningsih, Ninik; Widodo, Dwi Priyo; Baiduri, Baiduri; Eriyanti, Ribut Wahyu
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1628

Abstract

Purpose of the study: The integration of TikTok as a tool in English language learning has rapidly expanded due to its engaging, short-form video format and the platform’s ability to foster creativity, student participation, and peer interaction. Despite this growth, limited scholarly attention has been paid to the digital ethical challenges posed by TikTok’s use in educational settings, particularly those related to data privacy, algorithmic bias, content moderation, and disinformation. Methodology: This research employs a systematic literature review approach, synthesizing findings from relevant studies on TikTok in education, with emphasis on English language instruction. The selection process follows PRISMA guidelines to ensure comprehensive and unbiased coverage of relevant literature. Main Findings: Findings indicate that TikTok significantly enhances learners’ speaking, listening, and digital communication skills while encouraging collaborative and socially interactive learning environments. However, ethical issues—such as exposure to inappropriate content, misinformation, lack of algorithm transparency, and student data vulnerabilities—emerge as critical concerns that require careful pedagogical management. Novelty/Originality of this study: This study presents a novel conceptual framework for integrating TikTok into English language education ethically and responsibly, positioning it at the intersection of digital pedagogy and media ethics. It advocates for the inclusion of digital literacy and ethics training within the curriculum to equip educators and students to engage with social media tools in a more informed and secure manner.
Co-Authors Adam, Syafryanto Afriani, Dwi Tika Agustin, Siti Ainur Rofieq Ainur Rofiq Al Khudri Sembiring, Al Khudri ali fauzi Amirul Fatah, Novi Arif Budi Wurianto Arif Setiawan Arista, Ria Asih, Ria Arista Asrofi, Asrofi Atok Miftachul Hudha Atok Miftahul Huda, Atok Miftahul Aulia Putri Baiduri Baiduri Chastanti, Ika Daroe Iswatiningsih Djoko Widodo Dwi Priyo 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 Hidayati Hidayati Huda, Antok Miftachul Huda, Atok Miftachul Huda, Atok Miftakhul Huda, Atuk Miftachul In’am, Akhsanul Jakandar, Lalu Iwan Eko Juwita Boneka Sinaga Lilis Ernawati, Lilis MARWANI Masduki Masduki Masduki Muhammad Andi Setiawan Mustofa, Nurul Hadi Nur Mahfuzah Saffawati Nurhaida Lakuana Paramita Candra Dewi Prof. Dr. M Pd, Fauzan Rahayu, Umi Puji Rahmawati, Novianti Ramadansur, Rahmat Riyanti, Apriani Safnidar Siahaan, Safnidar Saputro, Zufrufin Sembiring, Rinawati Sri Sanaliati Sri Wahyuni, Dian Eka Mayasari Sunaryo , Hari Supian, Muhamad Suryatiningsih, Ninik Suryo Hartanto Syafriyeti, Rahmi Tumacder, Jenny Rose O Wardani, Mardiana Zuhriah, Nurul