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All Journal Englisia Journal Al Ishlah Jurnal Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Numeracy : Jurnal Ilmiah Pendidikan Matematika JURNAL SERAMBI ILMU SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Dedikasi Pendidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Wahana Pendidikan Rengganis Jurnal Pengabdian Masyarakat WAHANA LITERASI: Journal of Language, Literature, and Linguistics PPSDP International Journal of Education Jurnal Serambi Ilmu
Elyza, Ferlya
Universitas Abulyatama
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Tingkat Literasi Digital Mahasiswa FKIP Universitas Abulyatama dalam Menulis Skripsi Ferlya Elyza; Juniana Husna; Abdul Haliq
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4566

Abstract

Tujuan utama dari penelitian ini, yaitu untuk mengukur tingkat literasi digital mahasiswa FKIP Universitas Abulyatama dalam menulis skripsi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian deskripstif kuantitatif. Teknik pengumpulan data dalam penelitian ini menggunakan teknik angket atau kuesioner yang diisi oleh mahasiswa FKIP Universitas Abulyatama yang sedang menulis skripsi. Skripsi yang dihasilkan juga diperiksa untuk memperoleh data mengenai teknik penulisan dan referensi yang digunakan. Teknik analisis data dalam penelitian ini, yaitu deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa tingkat literasi digital yang diukur dengan menggunakan aspek kompetensi literasi digital di antaranya kompetensi pencarian di internet, kompetensi pandu arah hypertextual, kompetensi evaluasi konten informasi, dan kompetensi penyusunan pengetahuan berada di kategori tinggi dan sangat tinggi. Hal ini menunjukkan bahwa mahasiswa FKIP Universitas Abulyatama menggunakan kompetensi literasi digital dengan baik dalam menyusun skripsi.
Pengetahuan Konseptual Biologi Siswa SMA di Aceh Silvi Puspa Widya Lubis; Paidi; Samsuar; Putri Dini Meutia; Syarifah Rahmiza Muzana; Ferlya Elyza; I Gusti Putu Suryadarma
Jurnal Serambi Ilmu Vol. 24 No. 2 (2023): Jurnal Serambi Ilmu
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/jsi.v24i2.910

Abstract

This research was descriptive research using the survey method. This research was conducted at the Public Senior High School, Aceh Besar, Aceh in 2019. The research subjects were 135 students of class X SMAN in Aceh Besar. The sampling technique was the total sampling technique. Data collection was done through test techniques. The test technique was carried out to measure the achievement of conceptual abilities. The test instrument used was multiple choice taken from ecosystem material. The data analysis used was inferential analysis to determine the difference in the achievement of students' conceptual knowledge in schools with the accommodated variables, namely based on gender. The results obtained indicate that the results of the study obtained a value of p = 0.000 (p <0.05), so there is a significant difference between the gender of female and male students. The average value of the achievement of conceptual knowledge of students of class X IPA SMA Negeri in Aceh Besar where the female students were 8,96 and male students were 4.36. It can be concluded that the conceptual knowledge of female students is higher than male students.
The Transformation of Written Communication through Artificial Intelligence: A Systematic Review and Analysis Rini Susiani; Rahmi Fhonna; Barep Sarinauli; Ferlya Elyza
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6421

Abstract

The integration of artificial intelligence (AI) in language education has significantly influenced academic writing practices. Despite the growing adoption of AI tools, a comprehensive synthesis of their roles, benefits, and challenges in academic writing remains limited. This study conducted a systematic review following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses – Scoping Review) framework. Articles published between 2019 and 2024 were sourced from ERIC and Google Scholar databases, focusing on the use of AI technologies in academic writing. A total of 28 eligible studies were reviewed and analyzed. The findings highlight three dominant AI tools: QuillBot (30%), Grammarly (25%), and ChatGPT (15%), each contributing across domains such as language enhancement, content generation, and translation. These tools are widely used to improve grammar, paraphrasing, writing structure, and provide immediate, adaptive feedback. The implementation spans various stages of the writing process, from prewriting to revision. While AI tools offer significant educational benefits—including improved writing quality, personalized learning, and efficiency—they also present challenges. These include over-reliance, reduced critical thinking, concerns about academic integrity, and data privacy risks. The review emphasizes the importance of pedagogically grounded AI integration to maintain student autonomy and uphold academic ethics. This review offers a practical framework for integrating AI in academic writing instruction, balancing technological affordances with essential educational values. It provides actionable insights for educators to support ethical and effective AI use in writing pedagogy.
THE USE OF DIGITAL STORYTELLING (DST) IN TEACHING SPEAKING Maizal Asriati; Ferlya Elyza; Rini Susiani
Wahana Literasi: Journal of Language, Literature, and Linguistics Vol 5, No 2 (2025)
Publisher : Fakultas Teknik Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/wl.v5i2.85328

Abstract

This research aims to explore the use of Digital Storytelling in enhancing English speaking skills. Using a quantitative approach, the study employed a pre-experimental design with pre-test and post-test assessments. According to Sugiyono (2015), quantitative research involves concrete data measured with statistical methods. The sample consisted of 25 first-grade students from SMAN 4 Banda Aceh, selected through random sampling. Results revealed a significant improvement in speaking skills, with pre-test scores averaging 42 and post-test scores averaging 79. The paired samples t-test showed a Sig. value of 0.000, indicating a highly significant difference. These findings suggest that Digital Storytelling is an effective tool for improving students' speaking skills. Despite limitations such as a small sample size and lack of a control group, the study highlights the practical benefits of incorporating Digital Storytelling into the curriculum. Future research should further investigate the long-term effects and mechanisms behind Digital Storytelling's impact on language learning.
Laboratorium Berita Digital: Pemberdayaan Siswa dalam Literasi Jurnalistik Menangkal Hoaks di Media Sosial Rini Susiani; Ferlya Elyza; Syarifah Fadiya Hallaby; Alifya Zhavira; Reva Vahira Wita
Rengganis Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Mei 2026
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/rengganis.v6i1.1096

Abstract

This Community Service Program (PKM) aims to enhance news literacy and digital journalism skills among students at SMP Islam Cendikia Darussalam in response to the increasing spread of hoaxes on social media. The program was implemented through a participatory approach involving socialization, training, mentoring, and hands-on practice sessions with teachers and students. The training covered topics such as digital literacy, information verification techniques, accurate and balanced news writing, and the creation of creative anti-hoax content. The results indicated a significant improvement in students’ news literacy skills, with an average increase of 41.1%, and teachers’ digital journalism management skills, with an increase of 48.1%. Additionally, the program successfully established a digital news laboratory at the school to sustain media literacy initiatives. This activity positively impacted participants’ critical thinking, information ethics, and digital competencies, while fostering a productive and literacy-conscious school environment.
The Effectiveness of the Aparatur Sipil Negara Mengajar Program in Fostering English Learning Motivation Among Scavenger Children Safrina Khaira K; Ema Dauyah; Ferlya Elyza
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.722

Abstract

This study aims to analyze the impact of the Aparatur Sipil Negara Mengajar (ASNM) program on scavenger children’s motivation to learn English at Taman Edukasi Anak Pemulung Gampong Jawa, Banda Aceh. This study employed a qualitative research design. Data were collected through in-depth interviews with three scavenger children from different educational levels and one English teacher involved in the program. The findings reveal that students’ motivation is influenced by both intrinsic and extrinsic factors, including long-term participation (4–6 years), enthusiasm for attending classes, and increased interest in English through creative and interactive teaching methods such as songs and visual media. Teachers play an important role by providing praise, rewards, and positive reinforcement. Supporting factors include patient volunteer teachers, free learning opportunities, and extracurricular activities, while inhibiting factors include fatigue, late attendance, learning difficulties, and peer influence. Overall, the ASNM program successfully fosters a positive learning environment and enhances students’ motivation. The study recommends maintaining varied teaching methods and providing more personalized mentoring to sustain long-term motivation.
Facilitating Pre-Service Teachers’ Writing Skills Through Scaffolding-Based Instruction Ferlya Elyza; Abdul Haliq; Silvi Puspa Widya Lubis
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 9, No 1 (2025): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i1.69040

Abstract

Abstract. The study aims to find the effectiveness of Scaffolding-Based Instruction (SBI) for teaching writing in the context of higher education and capture the process of an SBI in genre-based EFL writing for English department students in higher education to improve students’ writing skills. The study was grounded in Design-Based Research (DBR) (Akker et al., 2006) and Participatory Action Research (PAR) (Kemmis& McTaggart, 2005).  PAR was placed at the third phase of DBR in iterative cycles of testing and refinement of solutions in practice. It purposes to develop and improve the model for its appropriateness. The study was conducted in two private universities, the University of Abulyatama (UNAYA) and Universitas Bina Bangsa Getsampena (UBBG), in the Province of Aceh. Two teacher collaborators and 57 students volunteered to participate in the study. The data were collected through observation, questionnaire and interview. Data analysis was carried out descriptively and the effectiveness during Teaching Learning Cycles (TLC) was analyzed through the average score between the pre-test and post-test.  The result of the study revealed that the SBI model implemented in the Intermediate Writing class was effective after the teaching-learning cycle in the form of PAR it shows a difference between the pre-test and post-test scores with an average of 42.81 to an average of 69.31. Based on the evaluation results, SBI learning models and tools can be implemented in learning to write argumentative essays by paying attention to suggestions and comments given by potential users. SBI learning model is innovative and typically support and promote collaborative learning that carried out learning based on the 4C’s of 21st-century skills (critical thinking, creativity, collaboration, and communication). It implies to students’ self-directed learning paradigm to self-determined learning paradigm.Keywords: writing, genre-based approach, scaffolding
ENHANCING GRAMMAR LEARNING ACHIEVEMENT THROUGH KAHOOT Dian Muspita Sari; Putri Dini Meutia; Ferlya Elyza
Jurnal Dedikasi Pendidikan Vol. 10 No. 2 (2026): JULI 2026
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v10i2.7793

Abstract

Abstract: The purpose of this research is to find out about the use of Kahoot Application as a tool to enhance grammar achievement in university students. The research method employed is a quantitative approach with a pre-experimental design. Test was the instruments to measure the improvement of students’ grammar achievement. For this study, the sample was drawn from one class, namely grammar class, consisting of 21 students. The results of this research depicted significant findings, as evidenced by a substantial improvement in post-test scores compared to pre-test scores. The average pre-test score was 53.42, and it significantly increased to 87.37 in the post-test. Hypothesis testing strengthens the claim that the Kahoot Application genuinely aids in improving students' grammar mastery, leading to the rejection of the null hypothesis. This research indicates that the integration of technology such as Kahoot can be an effective strategy for enhancing language learning outcomes, not only improving grammar skills but also positively affecting the overall learning experience.
THE USE OF WEB BASED LEARNING IN IMPROVING STUDENTS’ READING SKILL Maha Murni; Ferlya Elyza
Jurnal Dedikasi Pendidikan Vol. 10 No. 2 (2026): JULI 2026
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v10i2.7794

Abstract

This study investigates the effectiveness of Web-Based Learning (WBL) in improving students’ reading skills, particularly reading comprehension at MAS Daruzzahidin. The research employed a quantitative methode using a pre-experimental design with a one-group pre-test and post-test model. The participants were 20 tenth-garde students selected trought total sampling. Data were collected through reading comprehension tests consisting of 10 essay and 5 true/false questions, administered before and after the treatment. The treatment was conducted over four meetings using Google Classroom as the learning platform. The result of the paired sample t-test showed a significant improvement in students’ reading skills after the implementation of WBL. The mean score increased from 62.55 in the pre-test to 73.25 in the post-test, with a significance value of 0.000(p<0.05), indicating that the null hypothesis was rejected and the alternative hypothesis was accepted. These findings suggest that WBL has a significant positive effect enhancing students’ reading comprehension
CHALLENGES OF THE FIRST YEARS OF TEACHING IN RURAL AREAS: VOICES OF PRE-SERVICE TEACHER Ferlya Elyza; Rini Susiani; Cut Irnaliyana; Nurhayati Nurhayati; Sakinah Sakinah
Jurnal Dedikasi Pendidikan Vol. 10 No. 2 (2026): JULI 2026
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v10i2.8000

Abstract

Teaching practicum in rural schools provides pre-service teachers with authentic opportunities to develop professional competence while confronting the realities of educational inequality. This study explores the experiences, expectations, challenges, aspirations, and concerns of pre-service teachers who completed their teaching practicum in remote rural schools in Aceh Besar Regency, Indonesia. A qualitative research design was employed involving six pre-service teachers selected from rural school placements. Data were collected through open-ended questionnaires adapted from Kizilaslan (2012) and analyzed using thematic analysis following Creswell's coding procedures. The findings reveal that rural teaching experiences fostered greater flexibility, creativity, adaptability, and professional commitment among participants. Despite these positive outcomes, the participants encountered substantial pedagogical, personal, and social challenges, including inadequate educational facilities, limited technological resources, diverse student learning needs, classroom management difficulties, heavy administrative responsibilities, and adaptation to unfamiliar school cultures and professional relationships. Most participants expressed a strong willingness to pursue teaching careers in rural schools, viewing such placements as opportunities to contribute to educational equity and professional growth. Nevertheless, they also reported concerns about their preparedness to address diverse student needs effectively and to adapt to demanding school environments. The findings suggest that rural teaching practicum plays a significant role in shaping pre-service teachers' professional identity, resilience, and social responsibility. The study recommends that teacher education institutions strengthen pre-practicum preparation through contextualized training, reflective practice, classroom management, and adaptation to resource-constrained settings. In addition, stronger partnerships between universities and rural schools, together with supportive educational policies and mentoring systems, are essential to prepare future teachers capable of serving diverse educational contexts and promoting equitable education in underserved communities
Co-Authors Abdul Haliq, Abdul Ai Nur Denis Alifya Zhavira Ayu Rahmi Cut Irnaliyana Dian Muspita Sari Ema Dauyah Ema Dauyah Fauzia Fauzia Halena Halena Hasanah Hasanah I Gusti Putu Suryadarma Irma Aryani Jovan Alvayd Nasution Juniana Husna Lubis, Silvi Puspa Widya Maha Murni Mahyuddin Maizal Asriati Maulida Maulida Muhammad Alif Alhaidar Novi Yanti Nurhayati Nurhayati Paidi Pajar Nasrulah Putri Dini Meutia Rahmayanti Rahmayanti Rahmi Fhonna Reva Vahira Wita Riki Musriandi Rini Susiani Rini Susiani Safrina Khaira K Sakinah Sakinah Samsuar Samsuar Samsuar Samsuar Sarinauli, Barep Silvi Puspa Widya Lubis Sirojul Munir Siti Solihah Andriani Suliana binti Sanif Suryani Suryani Syarifah Fadiya Hallaby Syarifah Farissi Hamama Syarifah Rahmiza Muzana Ugahara Ugahara Yusnila Yusnila