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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan Litera Jurnal Nalar Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Englisia Journal Jurnal Kajian Informasi & Perpustakaan Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama REiD (Research and Evaluation in Education) Script Journal: Journal of Linguistic and English Teaching IJoLE: International Journal of Language Education IRJE (Indonesian Research Journal in Education) English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society English Language Teaching Educational Journal PANYONARA: Journal of English Education Intensive Journal Jurnal Wahana Pendidikan JOLLT Journal of Languages and Language Teaching Journal of English Education Program (JEEP) Journal Of Academia In English Educations (JADEs) Journal of Educational Management and Instruction (JEMIn) Journal Of World Science Indonesian Journal of EFL and Linguistics International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Measurement In Educational Research Formosa Journal of Sustainable Research (FJSR) Research and Development in Education (RaDEn) Jurnal Pendidikan Islam Studies in English Language and Education International Journal of Contemporary Studies in Education Jurnal Bintang Pendidikan Indonesia Journal of Society Innovation and Development (JSID) REGISTER JOURNAL Jurnal Pendidikan Progresif ELLITE: Journal of English Language, Literature, and Teaching The Journal of English Literacy Education Curricula: Journal of Curriculum Development
Nur Hidayanto Pancoro Setyo Putro
(Scopus ID: 57194874971) Universitas Negeri Yogyakarta
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Exploring Verbal Linguistic Intelligence, Writing Self-Efficacy, and Writing Skills Among Undergraduate Students Nafisa, Naela Ainun; Putro, Nur Hidayanto Pancoro Setyo
Formosa Journal of Sustainable Research Vol. 3 No. 12 (2024): December 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjsr.v3i12.13173

Abstract

This research aims to investigate relationship between verbal linguistic intelligence, writing self-efficacy, and writing skills. This research adopted correlational quantitative design for second semester of English department in Unissula. Data were collected through tests for obtaining data of verbal linguistic intelligence and writing skills, then using questionnaires for obtaining data of writing self-efficacy. The results of this research are as follow: 1) Verbal linguistic intelligence has a significant relationship to writing skills. 2) The relationship between writing self-efficacy which has several dimensions such as ideation, conventions, and self-regulation does not have a significant correlation with writing skills. 3) The relationship among verbal linguistic intelligence, writing self-efficacy, and writing skills can be seen from the direct influence and indirect influence. These findings underscore that verbal linguistic intelligence is a key factor in improving writing skills, while writing self-efficacy may have limited role
Senior high school students’ writing anxiety: A writing process theory Naufina, Nurin; Putro, Nur Hidayanto Pancoro Setyo
EduLite: Journal of English Education, Literature and Culture Vol 10, No 1 (2025): February 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.1.16-35

Abstract

This study examines the three dimensions of writing anxiety (cognitive, somatic, and avoidance) across the four stages of the writing process: prewriting, organizing, writing, and polishing. It also seeks to determine how these dimensions vary by school type. A quantitative approach was utilized, employing a survey design with participation from 202 students enrolled in two senior high schools in Sleman Regency, Yogyakarta, during the 2023/2024 academic year. The schools, categorized as high-performing and moderately-performing, each contributed three Class X sections to the research.Data collection was conducted using a questionnaire of writing anxiety scale and the writing process framework proposed. Analytical techniques such as confirmatory factor analysis and MANOVA were applied. The findings revealed two main results: (1) students' writing anxiety was characterized by three distinct dimensions (cognitive, somatic, and avoidance) observed across all stages of the writing process, and (2) significant variations in these dimensions were identified at the prewriting, organizing, writing, and polishing stages, depending on the school category. This research highlights the complex nature of writing anxiety and its variation across different stages of the writing process and school types. Future studies are encouraged to investigate the underlying causes of stage-specific anxiety, focusing on factors such as individual traits, writing proficiency, and prior experiences. 
Factors Influencing Student Motivation in English for Specific Purposes at Eastern Indonesian Universities Lapele, Fitria; Aman, Aman; Putro, Nur Hidayanto Pancoro Setyo
PANYONARA: Journal of English Education Vol. 7 No. 1 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i1.16525

Abstract

Motivation to learn English is essential for university students worldwide, as it impacts engagement and success in both general and specific academic contexts. However, prior research has seldom focused on motivation in English for Specific Purposes (ESP), especially in particular fields or majors, and is particularly limited in universities in Eastern Indonesia. This study aims to explore the factors of motivation among students in ESP programs and to identify which are most and least effective in supporting their learning. 150 students from universities in Eastern Indonesia participated in this study. Employing both qualitative and quantitative data collection methods, students completed a quantitative questionnaire on their learning motivation, with data analyzed using SPSS 27. Additionally, qualitative data were collected through focus group interviews with 16 participants who had completed ESP courses, providing further insights into their opinions on ESP learning. The findings reveal that students are highly motivated by factors such as encouragement to communicate and collaborate with peers, clarity and ease of classroom instructions, and fairness and consistency in assessments. Moreover, the lecturer’s role in creating a positive classroom atmosphere was noted as a significant motivational factor. However, a lack of alignment between classroom activities and students’ specific fields often leads to disengagement. These results offer valuable references for ESP lecturers seeking to adopt practices that better motivate students, particularly by emphasizing career relevance and supportive learning environments.
The Potentials of ChatGPT for Language Learning: Unpacking its Benefits and Limitations Arif Nugroho; Nur Hidayanto Pancoro Setyo Putro; Kastam Syamsi
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.224-247

Abstract

The present study aims to unpack the potentials of ChatGPT for language learning based on students’ perspectives. Specifically, this study scrutinizes language learning needs that can be fulfilled by ChatGPT, potential benefits of ChatGPT, and limitations of ChatGPT for language education. Drawing on exploratory case study, this study involves 18 language students majoring in English education and linguistic studies from two public universities in Indonesia. The findings of semi-structured interviews and FGD reveal that ChatGPT shows great promise as a digital platform that can support personalize learning, stimulate authentic interactions, and boost student productivity. This study suggests that students can gain several advantages from ChatGPT to support their language learning, such as enhancing their writing skills (e.g., translation, paraphrasing, outlining, and receiving assistance with grammar and syntax), improving vocabulary acquisition, providing learning materials, and serving as conversation partner. However, students might encounter certain challenges when using ChatGPT for language learning, such as the risk of cheating and plagiarism, inaccurate responses, and ambiguous information which can lead to confusion and misunderstanding. This study offers fruitful insights for language education stakeholders (especially teachers and students) to enhance their digital competencies specifically related to the use of AI tools in language education.
Eclectic approach: A search for more effective assessment ways to meet EFL assessment principles Thamrin, Nur Sehang; Madya, Suwarsih; Putro, Nur Hidayanto Pancoro Setyo; Mustakim, Siti Salina; Hassan, Aminuddin; Retnawati, Heri
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26682

Abstract

The current EFL curriculum for high schools in Indonesia demands integrating cognitive, affective, and psychomotor domains in assessment. Therefore, teachers must consider these domains in designing assessment instruments and use them, including in a full-online class. In this type of class, they must choose effective methods with principled eclecticism that meet the assessment principles. This study examines the teachers assessment process, from constructing the assessment devices to implementing the test in virtual classrooms. The qualitative research approach was used to explore the online-based assessments involving 16 English teachers recruited through convenience sampling techniques. Accordingly, the data were collected using virtual semi-structured interviews through a WhatsApp call. The data were analysed descriptively through a thematic analysis integrated with an interactive technique to locate and identify common patterns of meaning in a data set. The findings show that teachers used several methods to design their tests in the planning stage, considering several aspects based on the eclectic approach principles for effective assessment practices. However, teachers need more assessment literacy regarding their knowledge of test quality. This research employed qualitative data from a small number of teachers, so future studies that include more teachers from different locations and consider different viewpoints, including those of students, families, and policymakers, on how to evaluate student achievement virtually are recommended.
Employing multimodal dialogic feedback on EFL tertiary students’ writing: Formative assessment framework Thamrin, Nur Sehang; Madya, Suwarsih; Putro, Nur Hidayanto Pancoro Setyo
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20393

Abstract

Feedback is essential for improving EFL students' writing skills, even though it is still underutilized. Yet, only some studies examine multimodal dialogic feedback (MDF) on students' writing. To address the gap, this study, which employed an exploratory mixed-method, investigated the impact of MDF mediated by utilizing Google Docs and Zoom conferences as convenience platforms in a writing class among some Indonesian university learners and the impact of this MDF on the revision quality of the student texts. Furthermore, the study explored the students' perceptions of MDF from the formative assessment framework. While the quantitative method through classroom action research (CAR) with 39 students recruited purposively, examined the impact of MDF on students' writing skills, the qualitative approach using semi-structured in-person interviews with eleven students recruited conveniently, addressed the student's perceptions of the influence of MDF on their writing skills. The quantitative data were analyzed through simple descriptive statistical analyses to visualize the trend of students' improvement and the instructor's feedback. The qualitative data on the students' positive perceptions of the impact of MDF on their writing were analyzed using thematic analysis. Statistical analyses of the student's texts reveal that the student's writing skills are gradually developing. The results demonstrate how mediating MDF during teaching-learning writing affected the student's work on organization, content, language use, mechanics, and text length. Implications for writing instruction and the instructor's feedback are also discussed. Although this current study has limitations, suggestions for further research are offered.
Lecturers’ Perception of Intercultural Communicative Competence for English Language Teaching Surianti, Andi; Putro, Nur Hidayanto Pancoro Setyo
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 1 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i1.6662

Abstract

This study examines the integration of cultural competence in English Language Teaching (ELT). Despite its importance, lecturers’ understanding of culture remains limited, making it difficult to implement in teaching. This study analyzes lecturers’ knowledge of culture, intercultural competence (IC), and intercultural awareness (ICA) in ELT. A qualitative research method with a case study approach was employed. Data were collected through semi-structured interviews with four English lecturers at IAIN Bone, selected purposively based on their teaching experience and involvement in culture-based instruction. Thematic analysis was used to identify patterns in their understanding and implementation of IC in the classroom. The findings indicate that most lecturers acknowledge the significance of culture and intercultural communicative competence (ICC) in ELT. However, their approaches vary, from merely transmitting cultural information to prioritizing dialects over broader cultural aspects. Some lecturers also adhere to the native speaker (NS) model, which contradicts the ideal integration of IC in an English as a Foreign Language (EFL) classroom. This study recommends training programs for lecturers on IC and ICA and curriculum development emphasizing cultural integration in ELT. Future research could explore more specific teaching approaches and their impact on students’ intercultural competence.
Trends in the Implementation of Higher-Order Thinking Skills in Islamic Religious Education in Madrasahs and Schools: A Systematic Literature Review Ahmad, Iqbal Faza; Putro, Nur Hidayanto Pancoro Setyo; Thontowi, Zulkifli Syauqi; Syafii, Ahmad; Subakti, M. Aldi
Jurnal Pendidikan Islam Vol. 9 No. 2 (2020)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2020.92.195-216

Abstract

The new curriculum (2013 curriculum) encourages implementing the higher-order thinking skills (HOTS) approach in learning Islamic religious education in each academic unit in Indonesia. This paper intends to study the HOTS implementation trend in the learning process of Islamic religious education in Madrasas and schools. The method in this study is a systematic literature review. Researchers found that this trend began to emerge after implementing the 2013 curriculum by the Indonesian Government, where the curriculum used a scientific approach. Teachers, educators, and experts' efforts in implementing HOTS in Islamic Education learning can be grouped into two categories. The first is that they innovate the HOTS-based learning process, and the second is those who develop HOTS-based assessment instruments. Several innovations in the learning process were carried out by applying various learning methods, models, and strategies. The application of HOTS-based learning in Islamic Education learning can improve learning quality to be more effective, efficient, fun, and meaningful. This improvement, then, has an impact on increasing the quality of learning achievement. This study provides highlights and helps to understand the results of previous studies that discuss HOTS using systematic reviews in the implementation of Islamic Religious Education in Madrasas and Schools.
Development of Character Assessment Instrument on English Learning FOR Junior High School Students Andi Abdurrahman Manggaberani; Nur Hidayanto Pancoro Setyo Putro
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 5 No 3 (2023)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v5i3.282

Abstract

This research endeavors to address a pressing need in education, specifically, the development of a robust character education assessment tool for junior high school students in the context of English subjects. The primary focus of this study is producing character education assessment instruments in English subjects for junior high school students with good construction. This study is a research and development using the ADDIE development model. The instrument development process consisted of the analysis stage, the design stage, development stage, implementation stage and evaluation stage. The instrument developed is an assessment instrument on English subjects in the form of self-assessment, analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The instrument developed has met the validity and reliability requirements with the results of content validity shown by the Aiken index of 0.955 while the test results with CFA show the loading factor value on each item > 0.4 and the student character measurement model compiled is fit with the theorized model by proving the results of p-values = 0.056; CFI = 0.979; TLI = 0.972; RMSEA = 0.031; SRMR = 0.055 with the results of the reliability of the items in each dimension/factor > 0.7.
Comparing IRT Models: Summated Scaling Effects on Critical Thinking in Vocational Students Manggaberani, Andi Abdurrahman; Samsul Hadi; Nur Hidayanto Pancoro Setyo Putro; Fajri, Abrar Syahrul; Retnawati, Heri
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol. 14 No. 2 (2025): JP3I
Publisher : FAKULTAS PSIKOLOGI UIN SYARIF HIDAYATULLAH JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v14i2.42886

Abstract

This study investigates the comparative efficacy of Summated Rating Scales (SRS) and traditionalordinal scales (raw Likert-type responses) in measuring critical thinking skills among vocationalstudents, employing Item Response Theory (IRT) to evaluate their psychometric properties.Addressing the limitations of ordinal scales notably inconsistent intervals between responsecategories the research adopts a descriptive quantitative methodology involving 269 students fromstate vocational high schools in Yogyakarta, Indonesia. Data were collected using a five-pointLikert scale instrument, validated for content (Aiken’s V = 0.94), and analyzed through two IRTframeworks: Polytomous IRT for unscaled ordinal data and Continuous Response Model (CRM)IRT for SRS-transformed interval data. Key findings reveal that SRS enhances measurementprecision by normalizing response distributions into proportional intervals (e.g., recalibrated scores:0.00, 0.73, 1.46, 2.07, 2.84), thereby resolving issues of unequal category spacing inherent toordinal scales. Polytomous IRT demonstrated robust item fit (e.g., Partial Credit Model fit for 5/6items) and strong difficulty parameter invariance (r = 0.84), yet exhibited instability in abilityestimates (r = 0.37) due to extreme response patterns. Conversely, CRM IRT applied to scaleddata produced stable ability estimates (r = 0.46) and eliminated infinite values in MaximumLikelihood Estimation, underscoring its superiority in handling continuous metrics. However, ordinalscales retained higher consistency in difficulty calibration across subgroups. The study concludesthat integrating SRS with CRM IRT offers a refined approach for critical thinking assessments,balancing precision and fairness, while ordinal scales remain pragmatic for contexts prioritizingsimplicity. These insights advocate for the adoption of advanced scaling techniques in vocationaleducation to improve the validity of competency evaluations, with recommendations for futureresearch to explore hybrid models and longitudinal applications.
Co-Authors 'Aziz, Hafidh Abdul Rahim Adriani Yulia Purwaningrum Agus Widyantoro Ahmad Syafii Ainayya Nabilla Albert Efendi Pohan Albert Efendi Pohan Alrahhal, Maher Alsamiri, Yasir Alsamiri, Yasir Ayed Amalia Vidya Maharani Aman Aman Aminuddin Hassan Aminuddin Hassan Ana Mae M. Monteza Andi Abdurrahman Manggaberani Andreanus Pattikawa Lbn Toruan Anwar Efendi Anwar Efendi Apino, Ezi Ari Purnawan Arif Nugroho Arif Nugroho Asnawi, Asnawi Auly, Aisyah Noor Aura Bunga Tauhid Azhra, Shabrina Yumna Bayun Ulan Dari Binar Winantaka Bunga Putri Maulia Dari, Bayun Ulan Denna Ananda Yushinta Dennis Alonzo Dinar Tyas Hutami Dwiyani Pratiwi Dyah Setyowati Ciptaningrum Edi Istiyono Eko Wardoyo Erwin Syahril Mubarok Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Mohammed Awadh Fajri, Abrar Syahrul Fatimah, Asri Siti Fitri Yeni, Fitri Fitria Akhmerti Primasita Fitriyah, Ihda Mutimmatul Halliza, Mutiya Halliza Hassan, Aminuddin Heri Retnawati Ihtiara Fitrianingsih Ihtiara Fitrianingsih Imam Machali Imam Machali Ingrid A. Gavilan Tatin Iqbal Faza Ahmad Irena Puspitaningratri Islamiaty, Dian Jamilah Jamilah Jeffri Dian Andika Jihyun Lee Joko Nurkamto Joko Priyana Kali, Marius Randan Kartianom, Kartianom Kastam Syamsi Kiki Juli Anggoro Lapele, Fitria Lusi Nurhayati M Rizky Setiawan Maida Cinta Islami Manggaberani, Andi Abdurrahman Margana Margana Mega Selvi Maharani Melisa Sri Mohammed Awadh, Fadhl Mohammed Awadh Muhammad Fathur Rahman Khalik Muhammad Istiqlal, Muhammad Murtafi'ah, Banatul Muyassaroh Muyassaroh Nafiah, Silvia Umrotun Nafisa, Naela Ainun Naufina, Nurin Ni Wayan Surya Mahayanti Nila Kurnia Sari Nila Umi Salamah Nita Maghfiratul Jannah Nunik Sugesti Nur Sehang Thamrin Nurismi Nurismi - Nurqadriyanti Hasanuddin Oikurema Purwati Pratomo Widodo Pratomo Widodo Prihandoko, Lastika Ary Putri Asilestari, Putri Putri, Reliska Yulita Rahma Yunita, Rahma Rasman Rasman Rezkilaturahmi Rozanah Katrina Herda Ruth Fenandha Pramasita Samsul Hadi Santiana Santiana Satrio Aji Pramono Shafira Alyssa Difiputri Siti Salina Mustakim Siti Salina Mustakim Sitti Syakira Siwi Karmadi Kurniasih Sri Wahyuni Sri Winarti Subakti, M. Aldi Sudarmaji Sudarmaji Sudiyatno Sudiyatno Sudiyatno Sudiyatno Sudiyono Sudiyono Sugirin Sukarno Sukarno Sulis Triyono Sumaryanto Sumaryanto Surianti, Andi Suwarsih Madya Suwarsih Madya Syafina Azalia Syafiqurrahman, Syafiqurrahman Tchello Kasse Thontowi, Zulkifli Syauqi Tri Retna Astari Umi Farisiyah Widihastuti Widowati Pusporini Yasir A. Alsamiri Yasir Alsamiri Yasir Ayed Alsamiri Yeni Artanti Yuliana Olga Siba Sabon Yuyun Yulia