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All Journal PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education EXPOSURE JOURNAL AWLADY Jurnal Pendidikan Anak IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan Language Literacy: Journal of Linguistics, Literature, and Language Teaching PAEDAGOGIA Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Voices of English Language Education Society Acuity : Journal of English Language Pedagogy, Literature and Culture Journal of Research on English and Language Learning (J-REaLL) Didaktika: Jurnal Kependidikan JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) International Journal of Ethno-Sciences and Education Research Journal of Educational Sciences JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Tatar Pasundan: Jurnal Diklat Keagamaan JOTTER
Ruswandi, Riki
Univeristas Islam Nusantara
Religion Arts Humanities Dentistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Transportation Other

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Students’ Perceptions of Utilizing PBL (Project-Based Learning) Method and Using Video in Writing Narrative Texts Fauzia utamie , Mega Dinie; Ruswandi, Riki; Saili Rahmah , Leni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6332

Abstract

The application of a Project-Based Learning (PBL) strategy and the use of video as a teaching medium for narrative writing are the main objectives of this project. The objective is to gauge the method's efficacy by looking at how grade XI students at SMA Negeri 21 Bandung perceive it. The study employs a survey design and a quantitative methodology. Descriptive statistical analysis and a questionnaire with a 5-level Likert scale were used to gather data. The validity and reliability of the research tool have been examined (Cronbach's Alpha = 0.906). The results showed that most students positively perceived PBL and video media, with an average score above 3.47 ("High" category). Students stated that PBL helps them understand the material, increase motivation, and study activeness. The implication is that video media effectively facilitates understanding concepts and increases writing confidence. This study implies that PBL and video media can be applied effectively in English language learning, significantly improving students' narrative text-writing skills. These two approaches may offer educators a workable way to raise the standard of writing instruction, particularly when it comes to teaching English.
Readiness of Islamic Religious Education Teachers for Digital Learning Post Pandemic Covid 19 Ruswandi, Agus; Firdaus, M Aditya; Ruswandi, Riki
International Journal of Ethno-Sciences and Education Research Vol. 3 No. 3 (2023): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v3i3.465

Abstract

The consequence of the Covid 19 pandemic is an increase in the use of digital-based information technology, which also applies to education. Learning was obligated to use the internet network during the Covid 19 pandemic. Regarding the Covid 19 pandemic, digital-based learning would become a necessity for teachers and students to be able to use digital-based learning devices. Teachers and students must be able to use digital devices for learning process. But the state of the problem is whether Islamic Religious Education teachers are already ready to meet the requirements of digital learning. Therefore, It is necessary to investigate the extent to which Islamic Religious Education teachers are equipped to confront all-digital learning in the future. The purpose of this study was to investigate the preparedness of Islamic Religious Education teachers in Madrasa` for digital-based learning. This study's research method is a descriptive reserach. This study's data source is Islamic Religious Education teachers in the Madrasa` in West Java, with a 15 Madrasa and 42 teachers as source of data. According to the findings of this study, as many as 26.18% of teachers were "very capable" of using computer devices. As many as 21.43% of teachers were "very capable" of using Microsoft office. As many as 4.76% were "very ready" for e-learning on Islamic Religious Education. An average of 9.52 teachers are "very ready" to learn through video conferencing applications. Islamic Religious Education teachers are still unprepared to deal with digital-based learning. This is due to the fact that not all teachers have mastered the software applications used for learning, as well as the limited facilities available in schools to support digital-based learning. The findings of this study suggest that teachers should improve their skills in using software for e-learning and creating digital learning tools, teaching materials, and learning documents. Madrasa provide adequate facilities to support the digital-based learning process to keep up with current technological and information developments.
Exploring Students' Perceptions and Interest in the Merdeka Belajar Kampus Merdeka (MBKM) Program: A Case Study at Universitas Islam Nusantara Agus Ruswandi; Hendi Suhendraya Muchtar; Agus Mulyanto; Riki Ruswandi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.2485

Abstract

The Merdeka Belajar Kampus Merdeka (MBKM) program is a national initiative aimed at aligning higher education outcomes with workforce demands. However, at Universitas Islam Nusantara, student participation in MBKM remains low. This study investigates the perceptions, interest, and readiness of students—factors that may influence their engagement in the program. This study employed a quantitative survey design using a cross-sectional approach. Data were collected through an online questionnaire distributed to 207 students from three study programs within the Faculty of Teacher Training and Education. The sample was determined using the Isaac and Michael formula with a 1% error margin. Data were analyzed descriptively. Findings indicate that students’ perceptions of the MBKM program are varied and lack a dominant consensus. While 54.11% of respondents viewed the program as "very useful," only 21.26% considered it "very important" for future employment. Additionally, student knowledge about MBKM is limited, with only 0.97% claiming full awareness of the program. Interest was highest in internship (44.93%), student exchange (41.06%), and teaching assistantship (40.10%) activities. Overall, 63.77% of students expressed a strong interest in MBKM, yet only 31.40% felt ready to participate. The study highlights a gap between student interest and readiness, potentially due to limited socialization and understanding of the program. Enhanced communication strategies and institutional support are recommended to increase student engagement in MBKM.
Exploring Student Perceptions of Blended Learning: Flexibility, ICT Literacy, and the Preference for Traditional Classroom Learning Agus Ruswandi; Riki Ruswandi; M Aditya Firdaus; Revita Yanuarsari; Hendi S Muchtar
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6266

Abstract

Student participation remains a key challenge in blended learning (BL), particularly in the Faculty of Islamic Religion and Teacher Training and Education. Understanding students’ perceptions is essential to evaluate the effectiveness of BL and identify areas for enhancement. This study employed a quantitative, non-experimental survey design. Data were collected from 238 students at Universitas Islam Nusantara through an online questionnaire. Descriptive statistical methods were used to analyze the data and calculate mean scores across various dimensions of students’ perceptions. The findings indicate that students generally perceive blended learning positively, with an overall mean score of 3.45 on a 4-point scale. Flexibility was viewed favorably, while convenience received a moderate rating (mean score: 3.1). Students also reported high levels of ICT literacy, averaging 3.6. Despite these positive aspects, a notable proportion of students still preferred face-to-face learning, citing it as more effective and easier for active participation. The results suggest that while blended learning enhances flexibility and supports digital skill development, concerns about convenience and engagement persist. These findings highlight the need for improved instructional design and better support systems within BL environments. Blended learning is perceived as effective and beneficial, particularly in developing ICT literacy. However, to increase student participation and overall satisfaction, institutions should focus on improving the usability and interactivity of blended platforms, as well as providing targeted support to address learner preferences and challenges.
The Effectiveness of Task-Based Language Teaching in Improving High School Students' English Listening and Speaking Skills: A Mixed Method Study Riki Ruswandi; Paulina Novarita; Agim Mauludin; Genta Albani Mukti; Naila Eldisya Zainnasywa; Khansa Huzafa
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3065

Abstract

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing the listening and speaking skills of senior high school students in Indonesia. In this context, the development of communicative competence continues to face ongoing challenges. To comprehensively evaluate the impact of TBLT, the study employed a sequential mixed-methods explanatory design. The quantitative phase employed a quasi-experimental pre-test/post-test design with 77 students from three private schools, while the qualitative phase utilized interviews to deepen the Understanding. Quantitative results indicated that TBLT significantly improved listening (W = 461.5, p < .001) and speaking (W = 11.0, p < .001). However, the impact on speaking was statistically much stronger and consistent across school contexts. Thematic qualitative findings revealed that TBLT's effectiveness was strongly mediated by its ability to create a positive affective-motivational core; students and teachers reported increased enjoyment, confidence, and engagement as key factors for pedagogical success. It is concluded that TBLT is a highly effective approach, especially for productive skills. However, its success is context-dependent and strongly mediated by its ability to construct a psychologically supportive learning environment, underscoring the importance of careful pedagogical scaffolding.
Implementation of Guessing Game Instructional Approach to Teach English Vocabulary Mastery in Senior High School Students Dwyka Lucky Pradana Putra; Riki Ruswandi; Hamdan Hidayat; Deri Supriatna
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.538-550

Abstract

Vocabulary mastery is a fundamental aspect of English language learning, particularly in English as a Foreign Language (EFL) contexts. This study investigated the implementation of the Guessing Game Instructional Approach in teaching vocabulary mastery among senior high school students. A quasi-experimental design was employed involving 70 tenth-grade students at SMAN 1 Ciparay, consisting of an experimental group and a control group. Data were collected through pre-test and post-test vocabulary assessments and analyzed using descriptive and inferential statistics, including an independent samples t-test. The pre-test analysis revealed a significant baseline difference between groups, with the control group demonstrating higher initial vocabulary proficiency than the experimental group (p < .001). Post-test results also showed a significant difference (t = -5.74, p < .001), with the control group achieving a higher mean score (M = 89.11) than the experimental group (M = 60.09). Although students responded positively to the Guessing Game Instructional Approach, the findings suggest that it did not produce higher vocabulary achievement than conventional instruction. The study highlights the importance of considering initial group differences when evaluating instructional effectiveness.
Students’ Perceptions of Quizizz as a Formative Assessment Tool for Reading Comprehension in EFL Learning Dea Alawiah Amini; Wahyu Satya Gumelar; Riki Ruswandi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6412

Abstract

The primary purpose of this study was to explore the application of Quizizz as a formative assessment tool in teaching reading comprehension in English as a Foreign Language (EFL) classrooms. This study examines high school students’ perceptions of quizzes as a formative assessment tool for reading comprehension within EFL contexts. It focuses on increasing digital-based learning engagement among high school students. Using a quantitative research design, this study surveyed 58 eleventh-grade students from SMA PGRI 2 Bandung who had experience using Quizizz in reading activities. Data were collected through a validated 27-item questionnaire using a 5-point Likert scale (Cronbach's Alpha = 0.898). The results revealed that the average student response was in the "High" category (M = 3.43), indicating positive perceptions across aspects such as interactivity, gamification, feedback effectiveness, and ease of use. However, some students reported challenges, including time pressure and technical limitations. This study suggests quizzes can be an effective tool for formative assessment of reading comprehension, especially when integrated with supporting instruction. The broader implications emphasize the importance of digital literacy among teachers and the need for infrastructure to support gamified assessment in EFL learning.
Exploring the Impact of Music on English Language Acquisition Among Alpha Generation: A Descriptive Qualitative Study Venny Tawaffani Muslimah; Wahyu Satya Gumelar; Riki Ruswandi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6414

Abstract

This research investigates the influence of music on English language learning among Generation Alpha students at SMP IT Sains Albiruni in Bandung, Indonesia. Data were gathered using semi-structured interviews and questionnaires from five participants chosen through purposive sampling, utilizing a qualitative case study methodology. According to Automaticity Theory (LaBerge & Samuels, 1974; DeKeyser, 2001), the results indicate that 94% of students perceive vocabulary retention as more manageable when facilitated by music, whereas 100% acknowledge enhanced pronunciation. Furthermore, 89% of participants assert that music improves their enthusiasm to acquire English. Music-based learning promotes student engagement with authentic language input and enhances listening comprehension abilities. The research indicates that incorporating music-based techniques into language education improves engagement, language proficiency, and motivation among Generation Alpha students.  
The The Development of Teaching Materials for Recount Text Writing Skill Using Past Tense Based on Creative, Active, Systematic, And Effective (CASE) Dinny Claudia; Muhammad Andriana Gaffar; Riki Ruswandi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8244

Abstract

This research aims to develop recount text writing teaching materials for sixth-grade students at SDN Permata Biru, focusing on mastering the past tense thru the CASE approach (Creative, Active, Systematic, and Effective). This study was motivated by students’ low writing ability, mainly due to limited mastery of past tense and low engagement in learning. This research applies a quantitative quasi-experimental design (One Group Pre-test and Post-test) involving 34 students. The research instruments include a writing test, a scoring rubric, and a student engagement observation sheet. The results show that students’ writing ability improved significantly after using CASE-based materials. The average pre-test score of 66.62 increased to 77.32 on the post-test. The paired sample t-test showed a significance value of p = 0.000 (p < 0.05), which means there was a significant difference between the pre-test and post-test results. An N-Gain value of 0.34 indicates a moderate improvement. The observation results also show that students become more active and enthusiastic in the learning process. Thus, CASE-based recount text writing materials have proven effective in improving students' writing abilities, particularly in the use of past tense and systematic text organization. Practically, this approach can serve as an alternative for teachers in creating creative, active, and meaningful writing lessons in elementary school.
The Role of English Speaking Skills in Career Readiness: Building Information Modeling (BIM) Students Neng Sri Siti Rahma; Riki Ruswandi; Leny Saili Rahmah
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.102316

Abstract

In the era of globalization, English language skills are crucial for career readiness, especially in technical fields such as Building Information Modeling (BIM). However, vocational high school students often face challenges in developing these skills due to curricula that prioritize technical expertise over professional communication. This study examines BIM students' perceptions of the importance of English language skills for their career readiness and the challenges they face in acquiring them. The study collected data using a descriptive, quantitative approach through a questionnaire that had been previously validated by 30 respondents. This was then distributed to 72 BIM students at a public vocational school in Bandung. The results showed that the majority of students (97.3%) recognized a competitive advantage in finding employment due to their English language skills, but 84.7% lacked confidence in using English professionally, largely due to a lack of learning opportunities that fostered confidence in speaking English. Furthermore, 94.4% of students felt that their English lessons did not fully focus on the speaking skills needed in the workplace. These findings highlight the need for vocational education to adopt a more practical and interactive English curriculum that integrates job interview simulations, project presentations, and direct exposure to professional communication in English. This study showed that increasing students' confidence and competence in speaking English can improve their career prospects in an increasingly internationalized job market.
Co-Authors Aghitsna Fadhilah Agim Mauludin Agus Mulyanto Agus Ruswandi Ahmad Maulana Andrian Alfiani Octafiani Amara, Rafika Amir Supriatna Andini Yuliani Arief, Muhamad Auliya, Silma Nur Rifa Ayundhari, Vidia Lantari Dea Alawiah Amini Deri Supriatna Dika Arman Nuralamsyah Dilla Hilda Rahayu Dini Anggraeni Dinny Claudia Dwyka Lucky Pradana Putra Dzakir, Muhamad Muflih Ermaya, Annisa Salsabila Fadhil Alwan Abdul Zalil Fauzia utamie , Mega Dinie Firdaus, M Aditya Fitri Utami, Ulfah Fitri Wulandari, Sri Gaffar, Muhammad Andriana Genta Albani Mukti Ghiffari, Nadira Gigin Ginanjar Hamdan Hidayat Hendi S Muchtar Hendi Suhendraya Muchtar Humaera, Sepya Ismail, Mohammad Rizky Fauzan Iwan Satriyo Nugroho Khansa Huzafa Kikit Elisa Yuniarti M Aditya Firdaus M Aditya Firdaus Majmu'atil Husni Mudrikah, Raifkah Ramilah Muhamad Arief Muhammad Aditya Firdaus Muhammad Andriana Gaffar Nadira Ghiffari Nafisa Fadhilah Rahim Naila Eldisya Zainnasywa Neng Sri Siti Rahma Novitasari NOVITASARI Paulina Novarita Paulina Novarita Paulina Novarita Rahmah, leny Saili Reni Nurapriani Revita Fitrianti Sukma Revita Yanuarsari Rifqi Rayhani Saili Rahmah , Leni Sri Fitri Wulandari Sucia Lestari, Tyara Tyara Sucia Lestari Vanesya Eltriyana Asyifa Rinjani Venny Tawaffani Muslimah Vini Tenisa Aprilianti, Zalsa Wafiroh, Giska Hibbatin Wahyu Satya Gumelar Wahyu Satya Gumelar Wahyu Satya Gumelar Wahyu Satya Gumelar Wulandari Sri Wahyuni Zahra, Anastacia Fauzia Fazriatu Zanati Tahta Umahati Zubaedah Wiji Lestari