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All Journal El-HARAKAH : Jurnal Budaya Islam Al Ishlah Jurnal Pendidikan Misykat al-Anwar Jurnal Kajian Islam dan Masyarakat Atthulab: Islamic Religion Teaching and Learning Journal BAHTERA : Jurnal Pendidikan Bahasa dan Sastra English Language in Focus (ELIF) Dinasti International Journal of Management Science Indonesian Journal of Islamic Education Studies (IJIES) Emanasi Jurnal Ilmu Keislaman dan Sosial AN-NAS: Jurnal Pengabdian Masyarakat Journal Education And Islamic Studies Indonesian Journal of Islamic Education Studies (IJIES) Jurnal Pengabdian ADPIKS Moderation: Journal of Islamic Studies Review
Anis setiyanti
Universitas Muhammadiyah Jakarta
Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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LEVEL OF UNDERSTANDING AND READINESS OF ACADEMIC COMMUNITY IN MBKM IMPLEMENTATION AT MUHAMMADIYAH UNIVERSITY OF JAKARTA Bahar, Herwina; Nuraeni, Nuraeni; Ismah, Ismah; Herli, Venni; M, Aby; Rosiyanti, Hastri; Setiyanti, Anis; Izzah, Lidiyatul; Widyasari, Nurbaiti
Dinasti International Journal of Management Science Vol. 3 No. 3 (2022): Dinasti International Journal of Management Science (January - February 2022)
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/dijms.v3i3.1037

Abstract

The purpose of this research is to find out the level of understanding and readiness of the academic community of the University of Muhammadiyah Jakarta in the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) program. The research method used is quantitative derivative, the object of research/respondents who are sampled are lecturers, students, and education personnel. Data retrieval technique by filling out questionnaires through SpadaDikti survey link. The results of the analysis of questionnaire data are interpreted in the form of percentages of each answer given by respondents. The results of this research can be a reference material for further research, in the implementation of the MBKM Program implemented at the University of Muhammadiyah Jakarta, so that it is expected to improve and improve the performance of the Merdeka Belajar Kampus Merdeka (MBKM) program.
OPTIMIZATION THROUGH MOBILE-ASSISTED LANGUAGE LEARNING (MALL) ON TEACHING SPEAKING FOR UNDERGRADUATE STUDENTS Setiyanti, Anis; Karimah, Ummah
Moderation | Journal of Islamic Studies Review Vol. 4 No. 1 (2024)
Publisher : Asosiasi Dosen PTKIS Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63195/moderation.v4i1.106

Abstract

Kefasihan, adalah kemampuan berbicara dengan lancar tanpa henti, sehingga maksud dan tujuan percakapan dapat dipahami dengan baik oleh pendengar, kefasihan juga berkaitan dengan kegiatan berbicara tanpa ada hambatan dalam proses pengucapan kosakata dan kalimat yang keluar dari pembicara. Selama ini strategi yang digunakan dalam pembelajaran bahasa Inggris bagi mahasiswa masih bervariasi, seperti tugas, demonstrasi, presentasi, permainan atau lainnya, dalam artian dosen yang mengajar mata kuliah bahasa Inggris belum mengaitkan pembelajaran kemampuan bahasa Inggris dengan pendekatan Mobile Assisted Language Learning. Pada metode ini, proses pembelajaran dilakukan berdasarkan pembelajaran melalui Mobile Assisted Language Learning (MALL) dan dilakukan dalam tiga siklus, dimana siklus 1 menggunakan aplikasi Duolinggo, siklus 2 menggunakan aplikasi TALK dan siklus 3 menggunakan aplikasi IETLS. Tes siklus 1 pada siswa menghasilkan skor total rata-rata 53% dan pada akhir tes siklus 2 diperoleh skor total rata-rata adalah 69%. Hasil aksi pada siklus 3 dari total 24 siswa sebagai responden menunjukkan bahwa telah terjadi peningkatan yang signifikan pada nilai tes kemampuan berbicara bahasa Inggris siswa. Tes siklus II pada siswa menghasilkan skor total rata-rata 69% dan pada akhir tes siklus ketiga diperoleh skor total rata-rata adalah 81%.
Observation and Improvement to Undergraduate Student Activities in English Skill Using Mobile-Assisted Language Learning Setiyanti, Anis; Basit, Abd.; Suharsiwi, Suharsiwi
English Language in Focus (ELIF) Vol. 4 No. 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.137-148

Abstract

Language plays an important role in social life because it is more than just a series of sounds that can be empirically digested, but it is also rich in meaning. In Indonesia, English is one of the subjects taught in universities. Speaking activity is a communicative event that includes the use of both verbal and nonverbal language to convey meaning. Speaking is the process of constructing and sharing meaning through the use of verbal and nonverbal symbols in various contexts. The method of data collection and interpretation used by researchers in this study is guided by the model proposed by Kemmis and McTaggart, which includes planning for a change (planning a change), actions and observations of the process and the consequences of the process (acting and observing the process and the consequences of the charge), and reflecting on the processes.  The implementation of the first cycle or cycle I, which has implemented learning using the Mobile Assisted Language Learning (MALL) method, students are able to describe something when speaking English with the material provided by the researcher. After the action was given in the first cycle, the results showed that, in general, the average score of students' scores had increased but had not yet reached the minimum target score that was defined at the beginning of the study, which was 75 percent of the total score obtained by students.
Homeschooling: Sebuah Model Pendidikan Alternatif Berbasis Keluarga Sadiyah, Sadiyah; Setiyanti, Anis; Ali, Mukti; Hamid, Nur; Syauqi, Wildan
Journal Education And Islamic Studies Vol. 1 No. 2 (2023): Journal Education And Islamic Studies
Publisher : Institut Agama Islam Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55062//JEDIES.2023.v1i2.332/4

Abstract

Homeschooling is an alternative approach to education that is currently a topic of extensive discussion within the community, among parents, and among educational professionals. This discussion often revolves around concerns related to how children socialize when they are educated at home. In homeschooling, parents take on the responsibility for their child's education and are directly involved in the teaching process. Research indicates that homeschooling is gaining traction in Indonesia due to a lack of trust in formal schools. This lack of trust is rooted in concerns about constantly changing curricula, perceived burdens on students, a sense that children are treated as objects rather than active learners, limitations in nurturing children's creativity and intelligence, as well as emotional, moral, and spiritual considerations. Additionally, parents are worried about the negative external influences their children might encounter and express dissatisfaction with the formal school system. However, one notable drawback of homeschooling is that it tends to result in lower levels of horizontal socialization, meaning that homeschooled students may have limited exposure to a socially diverse and pluralistic environment. They are more likely to be isolated from broader social interactions. This study takes the form of a case study, and its main objective is to describe and understand the perceptions and backgrounds of students who participate in homeschooling, as well as to explore the challenges and issues associated with this educational approach.
Improving Speaking Ability through Memorization Method and Language Learning: An Action Research Anis Setiyanti
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.v17i4.7038

Abstract

Many students in higher education face persistent challenges in English speaking proficiency, often due to limited vocabulary, grammar knowledge, and fluency. This study aimed to improve students’ English speaking skills through the application of the memorization method supported by mobile-assisted language learning. This action research employed the Kemmis and McTaggart model, which includes four cyclical stages: planning, action, observation, and reflection. The research involved fourth-semester students in the Islamic Education Study Program at Muhammadiyah University Jakarta. A mixed-methods approach was used, incorporating both qualitative data (from observations and interviews) and quantitative data (from pre-cycle and three subsequent cycle tests). Data were analyzed using descriptive statistics and thematic interpretation. The results showed progressive improvement in students’ speaking performance across all cycles. In the pre-cycle phase, students’ average scores fell into the unsatisfactory category. These increased to moderately satisfactory in Cycle 1 and Cycle 2, and reached the satisfactory category in Cycle 3, with an average score of 81%. Students demonstrated notable gains in pronunciation, vocabulary, grammar usage, and fluency. Additionally, the integration of mobile devices for memorization practice enhanced engagement and accessibility in learning. The findings suggest that the memorization method, when combined with mobile learning tools, can significantly enhance students' English speaking ability. This approach offers a practical pedagogical strategy to address common barriers in speaking skills among EFL learners.
Enhancing University Students’ English Speaking through MALL: Integrating the Practice English Speaking Talk Application Anis Setiyanti; Suharsiwi Suharsiwi
English Language in Focus (ELIF) Vol. 8 No. 2 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.2.103-114

Abstract

English has become a global lingua franca that plays a crucial role in academic, professional, and intercultural communication, leading higher education institutions to emphasize English speaking competence as an essential graduate skill. However, many university students still experience considerable difficulties in speaking English fluently due to limited vocabulary, pronunciation challenges, lack of confidence, and insufficient exposure to authentic communication environments. The rapid advancement of mobile technology has introduced Mobile-Assisted Language Learning (MALL) as an innovative pedagogical approach that enables flexible, autonomous, and interactive language learning. This study aims to enhance university students’ English-speaking ability through the integration of the Practice English Speaking Talk application within a MALL framework using a Classroom Action Research design. The research involved 32 undergraduate students and was conducted in two cycles consisting of planning, acting, observing, and reflecting stages, with data collected through speaking performance tests, classroom observations, interviews, and learning documentation. The findings indicate significant improvement in students’ speaking competence, with the average speaking score increasing from 58.1 in the pre-cycle stage to 68.8 in Cycle I and further improving to 79.9 in Cycle II. Student participation increased from 46% to 88%, while speaking confidence improved from 40% to 85%, alongside improvements in fluency, pronunciation accuracy, vocabulary mastery, grammatical competence, participation, confidence, and learner autonomy. These findings suggest that mobile-assisted speaking applications provide an effective pedagogical solution for enhancing communicative competence in higher education English instruction.
Development of Technology-Based Teaching Materials in Islamic Religious Education Subjects Suharsiwi Suharsiwi; Siti Shofiyah; Fatma Nurmulia; Anis Setiyanti; Rutska Rutska; Paulo Vitor da Silva Santiago
Jurnal al-Thullab Vol 9 No 1 (2024): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ath.v9i1.30515

Abstract

This study is motivated by the limited use of interactive and technology-based teaching materials in Islamic Religious Education (PAI), which often relies on conventional lecture methods and results in low student engagement and motivation. The objective of this research is to develop and evaluate the feasibility of technology-based teaching materials in the form of an interactive e-module for junior high school students. The study employs a Research and Development (R&D) method using the Four-D model, consisting of the Define, Design, and Develop stages. Data were collected through expert validation involving lecturers and teachers, as well as student response questionnaires using a Likert scale. The results show that the developed teaching materials are highly feasible, with an average score of 4.65 from both media and material experts, categorized as very appropriate. Student responses also indicate positive perceptions, with an average score of 4.25, reflecting high acceptance and usability. The integration of multimedia elements, such as text, images, videos, and interactive features, enhances student engagement and understanding. This study contributes to the development of innovative, flexible, and student-centered learning resources, supporting independent learning and improving the overall quality of Islamic Religious Education in the digital era.
Exploring the Use of ChatGPT as a Writing Assistant for EFL Students: Opportunities and Pedagogical Implications Anis Setiyanti
Emanasi : Jurnal Ilmu Keislaman dan Sosial Vol 7 No 2 (2024): Jurnal Emanasi Volume 7 Edisi 2 Tahun 2024
Publisher : Asosiasi Dosen Peneliti Ilmu Keislaman dan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid development of artificial intelligence (AI), particularly generative tools such as ChatGPT, has significantly influenced language education, offering new possibilities for supporting English as a Foreign Language (EFL) writing instruction. This study explores the use of ChatGPT as a writing assistant among undergraduate EFL students, focusing on its impact on writing performance, learner perceptions, and pedagogical implications. A mixed-method design was employed, combining quantitative and qualitative approaches to obtain comprehensive insights. Forty EFL students enrolled in an academic writing course at an Indonesian public university participated in a six-week intervention. Quantitative data were collected through pre-test and post-test writing assessments and perception questionnaires, while qualitative data were obtained through semi-structured interviews. The findings indicate statistically significant improvements in students’ writing performance across content, organization, vocabulary, grammar, and coherence, with the most notable gains observed in grammatical accuracy and textual coherence. Students reported positive perceptions of ChatGPT, highlighting its usefulness for idea generation, vocabulary enhancement, and immediate feedback, which increased motivation and writing confidence. Qualitative data further revealed that ChatGPT functioned as an accessible learning companion that supported autonomous learning and reduced writing anxiety. However, challenges were also identified, including overreliance on AI-generated content, reduced critical engagement, and ethical concerns related to plagiarism and academic integrity. These findings suggest that while ChatGPT offers substantial benefits as a complementary writing tool, its integration requires careful pedagogical guidance, AI literacy education, and clear ethical policies. Overall, this study underscores the potential of AI-assisted writing tools to enhance EFL writing instruction while emphasizing the importance of balanced, responsible implementation in educational contexts.
Professional Development for English Teachers in the Merdeka Curriculum: Needs and Challenges Anis Setiyanti
Emanasi : Jurnal Ilmu Keislaman dan Sosial Vol 7 No 1 (2024): Jurnal Emanasi Volume 7 Edisi 1 Tahun 2024
Publisher : Asosiasi Dosen Peneliti Ilmu Keislaman dan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The implementation of the Merdeka Curriculum in Indonesia represents a significant shift toward flexible, student-centered learning that requires English teachers to continuously develop their pedagogical and professional competencies. As English plays a crucial role in global communication and education, teachers’ readiness to adapt to curriculum reform is essential. However, many teachers encounter challenges related to limited training opportunities, technological constraints, and institutional support. This study aims to examine the professional development needs and challenges faced by English teachers implementing the Merdeka Curriculum. A mixed-method research design was employed involving ten English as a Foreign Language (EFL) teachers from junior and senior high schools in Indonesia. Data were collected through questionnaires, semi-structured interviews, and classroom observations. Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically to identify recurring patterns and contextual insights. The findings indicate that teachers demonstrate strong motivation for professional growth but require further support in project-based learning design, differentiated instruction, technology integration, and character education implementation. Key challenges include insufficient structured training, limited technological infrastructure, and heavy administrative workloads. Despite these constraints, teachers show positive attitudes toward curriculum reform and actively seek collaborative professional learning opportunities. The study underscores the importance of sustained, context-sensitive professional development programs, technological support, and institutional mentoring to ensure effective implementation of the Merdeka Curriculum and improve the quality of English language education in Indonesia.
Pembelajaran Bahasa Inggris Berbasis Resitasi dan Nilai Al-Islam Kemuhammadiyahan: Analisis Motivasi Belajar Mahasiswa Anis Setiyanti
Emanasi : Jurnal Ilmu Keislaman dan Sosial Vol 9 No 1 (2026): Vol 9 No 1 (2026): Volume 9 No 1 Tahun 2026
Publisher : Asosiasi Dosen Peneliti Ilmu Keislaman dan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan metode resitasi dalam pembelajaran Bahasa Inggris serta peran internalisasi nilai-nilai Al-Islam dan Kemuhammadiyahan (AIK) dalam meningkatkan motivasi belajar mahasiswa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus yang dilaksanakan pada Program Studi Pendidikan Bahasa Inggris Universitas Muhammadiyah Jakarta. Partisipan penelitian terdiri atas 10 mahasiswa dan 1 dosen pengampu mata kuliah Bahasa Inggris. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa metode resitasi mampu meningkatkan keterlibatan mahasiswa dalam pembelajaran Bahasa Inggris. Persentase kehadiran mahasiswa meningkat dari 78% menjadi 95%, partisipasi diskusi meningkat dari 42% menjadi 88%, penyelesaian tugas meningkat dari 70% menjadi 100%, kepercayaan diri berbicara Bahasa Inggris meningkat dari 35% menjadi 82%, dan minat belajar meningkat dari 50% menjadi 90%. Selain itu, internalisasi nilai-nilai AIK berkontribusi terhadap penguatan karakter mahasiswa melalui nilai tanggung jawab (100%), disiplin (90%), kerja keras (90%), dan keikhlasan (80%). Temuan penelitian menunjukkan bahwa integrasi metode resitasi dengan nilai-nilai AIK dapat menjadi strategi pembelajaran yang efektif dalam meningkatkan motivasi belajar Bahasa Inggris sekaligus membentuk karakter mahasiswa di lingkungan perguruan tinggi Muhammadiyah.
Co-Authors Ali, Mukti Basit, Abd. Dewi Setiyaningsih Didik Hariyadi Raharjo Fadhillah Rahmawati Fakhrul Adabi Abdul Kadir Fatma Nurmulia Fenti Sofiani Fouad Larhzizer Hastri Rosiyanti Herli, Venni Herwina Bahar Ismah, Ismah Lidiyatul Izzah M, Aby Moch. Iqbal Muhammad Arvan Muhammad Choirin Mukti Ali Nazda Alqia Luthfiyyah Nur Hamid NUR HAMID Nuraeni Nuraeni Nurbaiti Widyasari Paulo Vitor da Silva Santiago Rusydy Sjakyakirti Arifin Rutska Rutska Sadiyah Sadiyah Sadiyah, Sadiyah Siti Shofiyah Suharsiwi, Suharsiwi Syauqi, Wildan Ummah Karimah, Ummah Wildan Syauqi Zubairul A’lam Nur