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All Journal International Journal of Evaluation and Research in Education (IJERE) JTP - Jurnal Teknologi Pendidikan JPSB
Nurindah Nurindah
Universitas Halu Oleo
Arts Humanities Education

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Exploring EFL Students’ Perceptual Dimensions of SAMR Model Integration in Basic Writing: Beliefs, Values, Motives, Experiences, and Expectations La Ode Nggawu; Nurindah; Anugrah Puspita Ayu Muhammad; Waode Ade Sarasmita Uke; Nurul Atma; Wahyudin Madil; Husniatul Amalia
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i1.63029

Abstract

The purpose of the present study is to examine university students’ perceptions of SAMR-based Basic Writing instruction, focusing on five main dimensions: beliefs, values, motive, experiences, and expectations. Through a quantitative descriptive research design, data were collected from the 40 undergraduate students of Basic Writing class through a Likert-scaled questionnaire administered after SAMR-informed lessons. Descriptive statistical analyses in the SPSS resulted in relatively high means of belief, value, motive and expectation (M = 3.23–3.69), which indicates strong cognitive acceptance to SAMR and positive perceptions with regards to its instruction utility. Negative-worded experience items showed low scores (M = 1.97–2.17), which suggests that students usually did not reject technical disturbance or problems. These findings support prior research on how SAMR might enhance language learning and digital competence through clarifying writing steps, motivating learners, and reducing technostress. Some practical suggestions are to improve the digital infrastructure of institutions, boost lecturer training in TPACK-SAMR, add ethical generative AI rules, and create scaffolded assignments that fit students' level of technological preparation. This study demonstrates that students possess favorable perceptions of SAMR-based Basic Writing training, evidenced by elevated levels of beliefs, values, motives, and expectations. The findings indicate that the SAMR model offers a viable pedagogical framework for enhancing academic writing in higher education; nevertheless, its efficacy is contingent upon instructor expertise and contextual assistance. Subsequent study ought to utilize mixed-methods or experimental designs and incorporate performance-based writing assessments to investigate the tangible effects of SAMR on writing quality.
KREATIVITAS ANAK USIA DINI DALAM PEMBUATAN KINCIR ABJAD DI KELOMPOK B RAUDHATUL ATFHAL RIYADHUS SHALIHIN BARUGA Nurindah Sari
Jurnal Pembelajaran Seni dan Budaya Vol. 9 No. 1 (2024): JPSB (Jurnal Pembelajaran Seni dan Budaya)
Publisher : PT. CASA CENDEKIA MEDIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66225/9zp2s677

Abstract

Dalam konteks pendidikan, metode pembelajaran yang dapat merangsang kreativitas anak dapat dilihat melalui aspek kreativitas yang menjadi fokus penting bagi para pendidik dan peneliti. Pembelajaran berbasis proyek yang dapat diterapkan di PAUD antara lain: membuat produk inovatif dari barang bekas. Model projek ini merupakan pendekatan pembelajaran yang berfokus pada proyek atau kegiatan nyata yang dilakukan oleh anak, sehingga dapat mendorong anak untuk berpikir kreatif dalam menghasilkan produk atau karya. Penelitian ini bertujuan: (1) untuk mendeskripsikan bentuk-bentuk kreativitas yang muncul pada anak usia dini setelah mengikuti pembelajaran; (2) untuk menganalisis pengaruh kreativitas anak usia dini dalam kegiatan pembuatan kincir abjad. Jenis penelitian ini adalah kualitatif deskriptif dengan subjek penelitian adalah anak didik kelompok B usia 5-6 tahun RA Riyadhus Shalihin Baruga, Kota Kendari, Provinsi Sulawesi Tenggara yang dilakukan pada bulan Juni 2025. Teknik pengumpulan data menggunakan observasi, wawancara, tes performance, dan dokumentasi. Dengan teknik analisis data terdiri reduksi data, penyajian data dan pengambilan kesimpulan. Hasil penelitian bahwa kreativitas pada anak usia dini dapat bermanifestasi melalui ekspresi, imajinasi, kemampuan menghasilkan karya baru dan unik, serta rasa ingin tahu dan eksperimentasi. Bentuk-bentuk kreativitas tersebut ialah berupa majinasi dan ekspresi artistik, kemampuan inovatif dan pemecahan masalah, rasa ingin tahu dan eksperimentasi, serta kreativitas melalui berbagai media dan bahan. Kemudian, adanya pengaruh kreativitas anak usia dini dalam projek pembuatan kincir abjad. menunjukkan adanya perubahan dengan tingkat kreativitas anak hal ini tampak pada perilaku anak yang aktif dalam segala hal, terlihat perkembangan kemampuan kreativitas anak mulai dari anak sudah mampu berpikir lancar, berfikir luwes atau fleksibel, berfikir orisinal, dan keterampilan merinci atau mengelaborasi yang dimana hal teersebut merupakan ciri-ciri dari kreativitas anak. Bahwa anak didik dapat memperluas pemikiran anak yang berguna untuk menghadapi masalah, dapat menerapkan pengetahuan, sikap dan keterampilan, kemampuan individual dan kerja sama dalam kelompok, dan mengembangan aktivitas, kreativitas serta memberikan pengalaman menyenangkan bagi anak sejak dini.
Optimization of SAMR model scaffolding for the development of descriptive writing skills La Ode Nggawu; Nurindah Nurindah; Anugrah Puspita Ayu Muhammad; Waode Ade Sarasmita Uke; Nurul Atma; Wahyudin Madil; Nguyen Thi Phuong Thao; Minerva Apita-Chavez
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38142

Abstract

This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Co-Authors Amri Tanduklangi Anugrah Puspita Ayu Muhammad Desy Liliani Husain Firdaus Sale Husniatul Amalia La Ode Nggawu Minerva Apita-Chavez Nguyen Thi Phuong Thao Nurul Atma Wahyudin Madil Wahyudin Madil Waode Ade Sarasmita Uke