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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) PREMISE: Journal of English Education and Applied Linguistics International Journal of Learning Reformation in Elementary Education
Sadiki Moshi Feruzi
Muslim University of Morogoro
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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An overview of Historical Development of Swahili Translation in Tanzania Sadiki Moshi Feruzi; Japhari Salum
Premise: Journal of English Education and Applied Linguistics Vol 11, No 1 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v11i1.4498

Abstract

This paper aims at giving an overview of the historical development of Swahili translation in Tanzania. Currently, the available books and other publications have a little information on the history of Swahili translation. The data of this study was drawn through documentary review where books related to translation in Tanzania, dissertations and journal articles mostly published by reputable journals and indexed with world top data bases were thoroughly analysed. The findings demonstrate that before and during colonial period translation works were practiced informally and focused on serving one-time communication purpose. During post-colonial period translations by many writers occupied a large portion in the Tanzanian literary polysystem and in the 21st century translations have focused on economic, political and social cultural development of the country. The current trend in publications show that Swahili translation has increased and many scholars are attracted in the field. The study recommends further studies to be carried out in thematic focus of Swahili translations in pre-colonialism, during colonialism and post-colonialism as well. 
Assessment of English Oral Reading Fluency Rates for Grade seven English Second Language Learners in Tanzania Sadiki Moshi Feruzi
Premise: Journal of English Education and Applied Linguistics Vol 10, No 2 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v10i2.4270

Abstract

This study aimed at assessing reading rates for learners in grade seven English second language (ESL) in Morogoro region, Tanzania. A total of 220 participants were randomly selected and assigned two grade appropriate English texts to read so as determine their reading rates. Fluency scale test was used to assess pupils’ reading fluency rates and the data was statistically analysed using SPSS software. It was necessary to asses pupils’ reading rates in the study context because there are no established fluency rate norms set for grade seven pupils in the country. In this case the current study serves as a reference for improvement. Results show that grade seven pupils in Morogoro region had an average reading fluency rate of 101words per minute (WPM) for fiction text and 95WPM for non-fiction text. The difference in the two texts can be due to the length of words and difficulty level in non-fiction text against fiction text. The scored rate is below the adopted benchmarks which implies that these pupils are at risk in reading fluency, consequently, calling for immediate interventions.  
Validity and reliability: teachers’ pedagogical instrument for identifying sensory-motor abilities in handwriting readiness Hanum Hanifa Sukma; Muhammad Ragil Kurniawan; Mukti Sintawati; Sadiki Moshi Feruzi; Satrianawati Satrianawati
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32902

Abstract

The teacher’s ability to identify students’ sensory motor skills is very important. Sensory motor skills are the foundation for children’s handwriting skills. However, there is no instrument to measure teachers’ abilities in this regard. This study aims to test the validity and reliability of the instrument measuring teachers’ pedagogical knowledge in identifying students’ sensory-motor abilities. The data was collected using a questionnaire. A total of 552 teachers responded to the survey. The data were analyzed using exploratory factor analysis (EFA). The study results have developed a questionnaire with four construct components with 39 items. All four constructs have a high-reliability index. The EFA analysis indicated that all items were accepted with high agreement. The results prove that the instrument is highly valid and reliable. Based on the test results, this instrument is recommended for measuring pedagogical knowledge teachers in identifying sensory-motor abilities for elementary school students’ handwriting readiness. The measurement results can be used to determine appropriate training for teachers in developing the sensory-motor abilities of elementary school students. The innovation of this research is the development and validation of an instrument that can measure teachers’ pedagogical knowledge in identifying the sensorimotor abilities of elementary school students.
The Combined Approach of Teaching at the Right Level and Problem-Based Learning to Foster Mathematical Critical Thinking Skills Mukti Sintawati; Anisa Nurrohmah; Sadiki Moshi Feruzi; Ginanjar Abdurrahman
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1302

Abstract

Mathematical critical thinking is an essential skill that helps students analyze information, evaluate arguments, and solve complex problems systematically. However, many elementary students still struggle to attain higher-order thinking skills, mainly due to learning gaps in the classroom. This study aims to examine the effect of the integrated Teaching at the Right Level (TaRL) and Problem-Based Learning (PBL) approach on improving students' mathematical critical thinking skills. This research used a quasi-experimental method involving 34 fourth-grade students divided into experimental and control groups. The experimental group received TaRL–PBL instruction, while the control group used PBL only. Critical thinking skills were measured using pretest and posttest essay questions based on five indicators: interpretation, analysis, inference, evaluation, and explanation. The results showed a significant improvement in the experimental group (t = 2.462, p < 0.05) with a large effect size (Cohen’s d = 0.846), indicating that the TaRL–PBL approach had a strong impact on enhancing critical thinking. These findings suggest that integrating level-based instruction and problem-solving is effective in supporting differentiated learning and strengthening critical thinking in mathematics. The study also indicates that this integrated approach has strong potential to be further developed in mathematics education, particularly to enhance other skills such as creative thinking and mathematical connections.
Co-Authors Anisa Nurrohmah Ginanjar Abdurrahman Japhari Salum Muhammad Ragil Kurniawan Satrianawati Satrianawati, Satrianawati Sintawati, Mukti Sukma, Hanum Hanifa