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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 Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Voices of English Language Education Society Acuity : Journal of English Language Pedagogy, Literature and Culture J-REaLL Didaktika: Jurnal Kependidikan JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Journal of Research in Instructional 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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The The Development of Teaching Materials for Recount Text Writing Skill Using Past Tense Based on Creative, Active, Systematic, And Effective (CASE) Claudia, Dinny; Gaffar, Muhammad Andriana; Ruswandi, Riki
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.
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.
Co-Authors Aghitsna Fadhilah Agim Mauludin Agus Mulyanto Agus Ruswandi Ahmad Maulana Andrian Alfiani Octafiani Amara, Rafika Amini, Dea Alawiah Amir Supriatna Andini Yuliani Arief, Muhamad Auliya, Silma Nur Rifa Ayundhari, Vidia Lantari Claudia, Dinny Dika Arman Nuralamsyah Dini Anggraeni Dzakir, Muhamad Muflih Ermaya, Annisa Salsabila Fadhil Alwan Abdul Zalil Fauzia utamie , Mega Dinie Firdaus, M Aditya Fitri Utami, Ulfah Fitri Wulandari, Sri Fitrianti Sukma, Revita 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 Naila Eldisya Zainnasywa NOVITASARI Paulina Novarita Rahim, Nafisa Fadhilah Rahmah, leny Saili Reni Nurapriani Revita Yanuarsari Rifqi Rayhani Saili Rahmah , Leni Sucia Lestari, Tyara Umahati, Zanati Tahta Vanesya Eltriyana Asyifa Rinjani Venny Tawaffani Muslimah Vini Tenisa Aprilianti, Zalsa Wafiroh, Giska Hibbatin Wahyu Satya Gumelar Wulandari Sri Wahyuni Zahra, Anastacia Fauzia Fazriatu Zubaedah Wiji Lestari