Article Per Year (5 Year)
p-Index From 2020 - 2025
1.006
P-Index
This Author published in this journals
All Journal LingTera REiD (Research and Evaluation in Education) JOLLT Journal of Languages and Language Teaching Community Empowerment Journal Journal of Research on Community Engagement
Ihtiara Fitrianingsih
Unknown Affiliation
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Social Sciences

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
MathVenture: Pengembangan alat peraga Matematika guna meningkatkan pemahaman konsep Matematika siswa SD di Karanggumuk 1 Maharani, Mellynda; Fitrianingsih, Ihtiara
Community Empowerment Journal Vol. 1 No. 4 (2023)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v1i4.33

Abstract

Program kegiatan pengabdian ini bertujuan untuk mengembangkan alat peraga Matematika, yakni "Pohon Penjumlahan" dan "Ular Tangga Matematika," sebagai solusi untuk meningkatkan pemahaman konsep Matematika siswa Sekolah Dasar (SD) di Padukuhan Karanggumuk 1. Permasalahan utama adalah kurangnya pemahaman konsep Matematika di tingkat dasar dan keterbatasan alat peraga yang dapat mendukung pemahaman konsep secara konkret. Melalui pendekatan Research and Development (R&D) dengan menggunakan model ADDIE, kegiatan ini bertujuan mengidentifikasi kebutuhan siswa, merancang, mengembangkan, mengimplementasikan, dan mengevaluasi efektivitas alat peraga yang dirancang. Metode pengabdian melibatkan observasi dan kuesioner terhadap 8 siswa SD kelas 1-6 di Padukuhan Karanggumuk 1. Hasil menunjukkan bahwa alat peraga tersebut berhasil meningkatkan minat belajar serta pemahaman konsep Matematika siswa melalui kegiatan MathVenture Meskipun demikian, evaluasi lebih lanjut diperlukan untuk menyempurnakan tingkat kesulitan soal cerita yang disajikan. Simpulannya, alat peraga tersebut memiliki potensi besar dalam meningkatkan pembelajaran Matematika di lingkungan sekolah dasar, namun memerlukan evaluasi lanjutan untuk kesuksesan jangka panjangnya. This community service program aims to develop mathematical teaching aids, namely "Addition Tree" and "Mathematical Ladder Snake," as a solution to improve the understanding of mathematical concepts of elementary school students in Padukuhan Karanggumuk 1. The main problem is the lack of understanding of mathematical concepts at the basic level and the limitations of teaching aids that can support the understanding of concepts concretely. Through a Research and Development (R&D) approach using the ADDIE model, this study aims to identify student needs, design, develop, implement, and evaluate the effectiveness of the designed teaching aids. The research method involved observation and questionnaires on 8 elementary school students in grades 1-6 in Padukuhan Karanggumuk 1. The results showed that the teaching aids succeeded in increasing students' interest in learning and understanding of mathematical concepts through MathVenture activities. However, further evaluation is needed to improve the difficulty of the story presented. In conclusion, the teaching aids have great potential in improving mathematics learning in elementary school environments, but require further evaluation for their long-term success.
Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

Abstract

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of students’ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.
Exploring the perceptions of literacy in assessment for learning among high school English teachers Sukarno, Sukarno; Putro, Nur Hidayanto Pancoro Setyo; Fitrianingsih, Ihtiara; Alsamiri, Yasir Ayed; Gharamah, Fadhl Mohammed Awadh; Tatin, Ingrid A. Gavilan
REID (Research and Evaluation in Education) Vol. 10 No. 2 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i2.71324

Abstract

In the field of English language education, the crucial role of assessment for learning (AfL) requires teachers to possess robust assessment literacy. This study explores AfL literacy among high school English teachers in Yogyakarta, Indonesia by utilizing Alonzo's validated AfL survey that establishes a comprehensive six-factor model, delineating teachers as assessors, pedagogists, student partners, motivators, learners, and stakeholder partners. Exploiting confirmatory factor analysis and examining demographic variations, this quantitative research invited 202 English teachers in the Special Region of Yogyakarta, Indonesia selected purposively based on the geographical service area. Data were collected through an online questionnaire adopting Alonzo's 42-questions AfL and were analyzed quantitatively via Confirmatory Factor Analysis (CFA) with four indices, namely comparative fit index (CFI), Tucker-Lewis index (TLI), root mean square error of approximation (RMSEA), and standard root mean square residual (SRMR).The findings substantiate the efficacy of the six-factor AfL model, underscoring educators' roles extending beyond traditional frameworks. The investigation also introduces a tool featuring detailed performance descriptors, addressing deficiencies, and harmonizing with AfL principles. It deduces that heightened foundational comprehension among English educators cultivates enhancements in AfL literacy and propels the refinement of professional evaluative competencies, thereby enriching the nuanced discourse surrounding AfL within language pedagogy. While the study's scope is confined to a specific geographical area and a limited cohort of participating instructors, it significantly enriches our comprehension of AfL literacy among English pedagogies. This research, therefore, provides a foundation for professional growth initiatives and facilitates enhancements in pedagogical approaches and academic achievement.
Optimasi Pemasaran UMKM di Dusun Kalirase, Trimulyo, Sleman Al Azhar, Hafizh; Fitrianingsih, Ihtiara
JRCE (Journal of Research on Community Engagement) Vol 6, No 1 (2024): Journal of Research on Community Engagement
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jrce.v6i1.29032

Abstract

Dusun Kalirase is a region within Trimulyo Village, Sleman District, where the majority of residents are engaged in agriculture and plantations. Additionally, there exist several Micro, Small, and Medium Enterprises (MSMEs) - UMKM in Indonesian language - with significant potential, having yet to be optimally managed, particularly in terms of marketing. This community service initiative aims to address several major challenges faced by MSMEs in Dusun Kalirase, such as a lack of knowledge about digital marketing, non-strategic business locations, and insufficient promotional resources. Through the "Dusun Kalirase MSME Marketing Socialization: Gleaming and Accessible" program, the team conducted a series of activities, categorized in community development, including brand identity creation and design, digital marketing support via social media, and adding MSME locations to Google Maps. The results indicate increased brand awareness, product appeal, and market reach for MSMEs in Dusun Kalirase. This program successfully helped MSMEs gain greater recognition within the local community and boost product sales.
Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

Abstract

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of students’ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.
Constructivism-based pathways: Revolutionizing EFL writing instruction for adult learners Fitrianingsih, Ihtiara
LingTera Vol. 11 No. 1 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i1.70575

Abstract

In the ongoing pursuit of continuous pedagogical improvement, eclectic teachers find themselves inundated with a multitude of engaging approaches, methods, and techniques. The selection of these should ideally be based on informed pedagogy, with due consideration given to the particular needs of the learners. Through reflective self-inquiry , this paper aims to reveal how a thoughtful teacher reflects on her  everyday teaching practices in order to transform them into a more constructivist model of instruction by the stages of initiation, focus on the self, data collection, taking accountability, iterative reflection, and information generation. A description is provided of how the EFL writing classes taught by the author at Universitas Negeri Yogyakarta were managed. This is then confronted with some literature about andragogy and constructivist learning, providing a proposed model for improving future constructivist-based EFL writing instruction for adult learners. The constructivist approach to EFL writing proposed involves several key steps, from conditioning, collaborative inquiry, engaging feedback, work display, to reflective exam, all of which become comprehensive stages within one semester learning in writing courses.
Co-Authors Al Azhar, Hafizh Alsamiri, Yasir Ayed Ari Purnawan Gharamah, Fadhl Mohammed Awadh M. Sukarno Maharani, Mellynda Margana Margana Nur Hidayanto Pancoro Setyo Putro Rasman Rasman Tatin, Ingrid A. Gavilan