Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) JTP - Jurnal Teknologi Pendidikan
Nurindah Nurindah
Department Of English Education, Faculty Of Teacher Training And Education, Universitas Halu Oleo, South-East Sulawesi, Indonesia
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
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.
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 Anugrah Puspita Ayu Muhammad Desy Liliani Husain Firdaus Sale Husniatul Amalia La Ode Nggawu La Ode Nggawu Minerva Apita-Chavez Nguyen Thi Phuong Thao Nurul Atma Nurul Atma Wahyudin Madil Wahyudin Madil Waode Ade Sarasmita Uke Waode Ade Sarasmita Uke