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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Varidika Journal of English Language Teaching and Linguistics Journal of English Teaching and Applied Linguistics (JETAL) Jurnal Pendidikan Generasi Nusantara (JPGENUS)
Nur Hidayat
Universitas Muhammadiyah Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Efektifitas Pembacaan Buku Cerita Bergambar sebagai Metode Pencegahan Kekerasan Seks Pada Anak Choiriyah Widyasari; Siti Zuriah Ariatmi; Nur Hidayat
Jurnal VARIDIKA Volume 33, No. 1 June 2021
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (301.19 KB) | DOI: 10.23917/varidika.v33i1.15335

Abstract

Penelitian ini secara umum bertujuan untuk mengukur hasil belajar anak mengenai pemahaman terhadap Kekerasan Seksual pada Anak (KSA) baik yang diberikan metode storytelling maupun metode ceramah. Penelitian ini dilakukan dengan menggunakan model eksperimen yang dilaksanakan selama satu tahun. Subjek penelitian adalah siswa TK Al Islam Jamsaren Surakarta dan TK BA Aisyiyah Grogol Sukoharjo. Pengambilan subjek dilakukan secara random sampling, yaitu sampel diambil secara acak (random). Selanjutnya data-data yang terkumpul akan dianalisis menggunakan SEM (Structural Equation Modelling). Hasil penelitian menemukan bahwa hasil belajar anak mengenai KSA menunjukkan bahwa kelompok I (mean= 22.75) anak memiliki pemahaman mengenai KSA yang lebih tinggi jika dibanding dengan kelompok II (mean= 20.28). Pemberian perlakuan berupa metode storytelling (X) dibandingkan dengan metode ceramah (Y) memberikan pengaruh yang berbeda secara signifikan dalam mengembangkan hasil belajar anak terhadap KSA anak siswa. Hal ini membuktikan pemberian perlakuan dengan metode storytelling lebih efektif dalam mengembangkan pemahaman anak mengenai KSA.
Publishing a research paper in reputable journals: doctoral students’ perspectives Nur Hidayat; Slamet Setiawan; Syafiul Anam
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25701

Abstract

This study aimed to enquire about the English foreign language (EFL) doctoral students’ perspective, especially in the non-English department, concerning the Indonesian government policy, which obliges an article published in a reputable international journal as a requirement to receive a doctoral degree. Their challenges in publishing their papers in Scopus or Web of Science (WOS)-indexed journals and their resolutions were also analyzed. A mixed-methods technique was used to obtain quantitative and qualitative information. The study consisted of 57 respondents, comprising 25 males and 32 females, who were EFL doctoral students of education departments from five universities. The purposive sampling method with several criteria was used to determine the study participants. Data were then collected through questionnaires and semi-structured interviews. Subsequently, the findings showed that the policy of publishing a paper in Scopus or WOS-indexed journals to obtain an EFL doctoral degree was burdensome to the majority of the students. Other findings showed that the students faced several challenges in publishing their papers in these journals, including language problems, cost of publication, journal selection, lack of experience, duration to publish, writing difficulties, revising, and stress. The actions to resolve these challenges were also provided in this study.
Understanding the Difference between Authentic Assessment and Traditional Assessment Farida Nur Fatinah; Muamaroh; Mauly H.H; Yeny Prastiwi; Nur Hidayat
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/ctg91t98

Abstract

This qualitative study aims to investigate the differences between traditional and authentic assessments in education in order to improve teaching and learning practices. Using a descriptive literature study method, this study analyses various relevant academic sources to identify the strengths and weaknesses of both types of assessments. The results show that authentic assessments are more effective in measuring critical thinking and problem-solving skills, while traditional assessments are more suitable for evaluating memorization and basic skills. The conclusion of the study recommends the use of a combination of both types of assessments to support deeper learning and better educational outcomes.
EFL Learners' Reading Comprehension Challenges and Strategies: A Case Study of Champasack University in Laos Khanngeun Vongsawath; Yeny Prasitiwi; Nur Hidayat
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1495

Abstract

Reading comprehension is a primary skill in English as a Foreign Language (EFL) learners, but many of them face challenges that impede their language learning. This study investigates reading comprehension problems experienced by EFL learners at Champasack University (Laos), and suggests solutions to remediate these problems. A qualitative case study was employed, involving semi-structured interviews with 10 final-year students to explore their experiences and coping strategies. This study highlights the important barriers learners face such as limited vocabulary, complex grammatical structures, and summarizing and identifying main ideas. Strategies such as using a dictionary, context-guessing, and collaborating with peers are employed, but these are often not enough in the absence of structured support. Although they elevate pressing interest in redressing the factors that put children at risk for literacy challenges, with a focus on systematic vocabulary instruction focused on explicit instruction and teaching cognitive and metacognitive strategies for teaching reading comprehension, the results also suggest the following possible interventions: Also, using digital tools and collaborative learning activities can alleviate reading anxiety and enhance learner motivation, creating a more bolstered learning environment. The study reaffirmed the need for targeted pedagogical intervention and that future work might discover how to make such strategies more effective over the long term and the part digital literacy plays in EFL pedagogy. Our findings provide valuable insights for educators and policy-makers, who might find it helpful in possibly improving reading comprehension outcomes for EFL learners across different learning contexts.
STRATEGIES AND CHALLENGES OF ICT INTEGRATION IN ENGLISH LANGUAGE LEARNING AT SMP NEGERI 2 SRAGEN, CENTRAL JAVA Evananda Shinta Clarinfa; Nur Hidayat
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2452

Abstract

The incorporation of Information and Communication Technology (ICT) is vital for raising the quality of English language education, especially in increasing student involvement and accessibility to learning resources. Nonetheless, its execution also poses certain educational and technical difficulties. This study aims to analyze students' opinions of ICT utilization in English learning, investigate instructors' instructional methodologies, and identify obstacles to its implementation at SMP Negeri 2 Sragen, Central Java. This research utilized a mixed-methods approach including a sequential explanatory design. Quantitative data were gathered from 131 ninth-grade students via a 19-item questionnaire, while qualitative data were acquired through semi-structured interviews with three English instructors. The quantitative data were examined by descriptive statistics, and the qualitative data were determined via theme analysis. The results demonstrate that students mainly possess favorable views toward ICT integration, evidenced by mean scores between 1.85 and 2.13 for ICT advantages and 1.70 to 2.42 for student expectations. Information and Communication Technology (ICT) was determined to improve students' motivation, vocabulary development, and understanding, especially in listening and reading abilities. Educators employed several ICT resources, including Google Forms, Quizizz, PowerPoint, projectors, and AI-driven applications, to facilitate student-centered learning. Nonetheless, other concerns were recognized, such as inadequate infrastructure, unreliable internet connectivity, disparities in students' digital competence, classroom management difficulties, and students' overdependence on technology. In summary, the incorporation of ICT enhances student engagement and language acquisition; yet, its efficacy is contingent upon pedagogical design, students' digital proficiency, and institutional backing. Consequently, a more deliberate and equitable use of ICT is necessary to maximize its advantages in English language acquisition.
Co-Authors Choiriyah Widyasari Evananda Shinta Clarinfa Farida Nur Fatinah Khanngeun Vongsawath Mauly H.H Muamaroh Siti Zuriah Ariatmi SLAMET SETIAWAN Syafiul Anam Yeny Prasitiwi Yeny Prastiwi