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Implementation of Hypno English Teaching Assisted by Technology in Learning English M. Fajru Sidqi; Yohannes Michell Darius Prana Jaya
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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English learning is required efficiency to achieve minimum standards of learning as stated in basic competence. The English language curriculum takes 4 hours of lesson in junior high and 2 hours of high school level, whereas the demands of language are both verbal and written communication. The habit of learning is very poor when looking at the time allocation set so it requires a breakthrough in the learning model used by the teacher. Language habituation focuses first from the realm of concentration to practice in stages according to the condition of learning materials; the model used is with hypno English teaching as a form of development of hypnoteaching that has been first popular, the specificity of this model because it is devoted to learning English with focus absorption of materials and communication skills. The research method used is development; namely by developing a grip hypno-teaching transformed into hypno English teaching with a touch of technology in accordance with the prototype of this learning model. The outcome of this research is the development of hypno-teaching technology-aided model that can be applied to all the characters of learners.

Integration of Prophetic Paradigms Into Higher Education System M. Fajru Sidqi
JELLE : Journal Of English Literature, Linguistics, and Education Vol 1, No 1: Journal Of English Literature, Linguistics, and Education February 2020
Publisher : JELLE : Journal Of English Literature, Linguistics, and Education

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Character education is a basic need to answer the moral decadence and integrity of educated people. Integrity is also a basic asset for tertiary education graduates in their service. It is not surprising if educated people must have good cognitive abilities. They need to be equipped with a vision of life in the form of service. So that even in the world of work they can adjust well. The government has arranged KKNI as a standardization of graduates for cognitive, psychomotor and affective abilities that must be met. As a formal legal basis, KKNI needs to be approached with a clear scientific model. Prophetic science can be an answer to translate the KKNI concept into higher education learning. The prophetic education paradigm of Heddy Shri Ahimsa Putra teaches that humans basically have two functions of the ethos of devotion, namely devotion to God Almighty, and devotion to humanity. With the integration of prophetic scholarship into KKNI, there will be no demarcation and scientific dichotomy on religious beliefs because all learning and work processes, their orientation will end in service

Pelatihan E-Modul Menggunakan Flip Pdf untuk Pembelajaran Masa Pandemi Covid 19 Susanto Susanto; M. Fajru Sidqi; Dwi Ario Fajar
Jurnal Abmas Negeri (JAGRI) Vol. 2 No. 1 (2021): Volume 2 Nomor 1 Juni 2021
Publisher : Sarana Ilmu Indonesia (salnesia)

Pembelajaran daring masa pandemi Covid-19 mengalami kendala terutama di daerah dengan infrastruktur komunikasi yang masih minim. Kesulitan akses sinyal internet menjadi halangan paling dominan. Oleh karena itu, teknologi berbasis modular luar jarring (luring) sangat diperlukan. Kegiatan Pengabdian kepada masyarakat ini betujuan untuk membantu guru menggunakan Flip PDF sebagai alternative modul digital yang lebih menarik dan dapat digunakan secara luring untuk pembelajaran pada masa pandemic. Kegiatan pengabdian kepada masyarakat ini dilaksanakan di PKBM An Nur yang terletak di Paninggaran Kabupaten Pekalongan. Kegiatan ini dilakukan dalam waktu 4 bulan yang mencakup tahap persiapan, pelaksanaan dan evaluasi program. Metode yang digunakan dalam Pengabdian kepada masyarakat ini adalah metode ceramah, demonstrasi, diskusi dan tanya jawab. Kegiatan ini bermanfaat bagi guru PKBM yang masih kesulitan untuk membuat e-modul yang sesuai dengan aturan pemerintah, kearifan local, menarik dan interaktif. Dengan e-modul, pembelajaran mandiri menjadi lebih menarik, kaya akan sumber belajar dan tidak terhambat dengan ketiadaan sinyal internet.

Pendampingan Wisata Pendidikan (Edu-Wisata) Untuk Peningkatan Kualitas Pemandu Wisata Berbasis Pendidikan Karakter dan Kearifan Lokal Kecamatan Paninggaran Kabupaten Pekalongan Paska Pandemi Covid-19 Dwi Ario Fajar; Susanto Susanto; M. Fajru Sidqi
Prosiding Seminar Nasional Unimus Vol 4 (2021): Inovasi Riset dan Pengabdian Masyarakat Post Pandemi Covid-19 Menuju Indonesia Tangguh
Publisher : Universitas Muhammadiyah Semarang

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Bidang pariwisata merupakan salah satu bidang yang terdampak dalam pandemi Covid-19 diIndonesia. Pariwisata merupakan salah satu sumber pemasukkan yang memiliki peran penting dimasyarakat. Peningkatan sumber daya pemandu wisata dalam pendidikan karakter dan kearifanlokal, menjadi sangat penting dalam peningkatan kualitas wisata pendidikan di KabupatenPekalongan. Pendidikan karakter menjadi poin penting dalam kegiatan wista pendidikan. Sementaraini muncul berbagai macam bentuk tempat wisata baru di Kabupaten Pekalongan. Hal inidikarenakan berimbasnya bahwa setiap desa harus memiliki Bumdes. Sehingga kebanyakan Bumdesdi Kabupaten Pekalongan membuat pendapatan mandiri dengan membuka tempat wisata. Dibeberapa tempat, tidak semua tempat wisata dimiliki atau dikelola oleh Bumdes, tetapi dikelola olehperorangan. Namun tempat wisata baru nampaknya kurang mendapat pendampingan terutamadalam hal edu wisata. FKIP Universitas Pekalongan menangkap potensi ini dengan mengadakan kerjasama dengan PKBMAn Nur. Sebagai salah satu tindak lanjut kerjasama ini terutama bidang pengabdian kepadamasyarakat maka perlu dilakukan Pelatihan dan Pendampingan Wisata Pendidikan (Edu-wisata)untuk Peningkatan Kualitas Pemandu Wisata Berbasis Pendidikan Karakter di KabupatenPekalongan Paska Pandemi Covid-19 sehingga diharapkan tempat wisata yang ada di kabupatenPekalongan terdapat nilai pendidikan karakter yang dapat memberi manfaat untuk generasimendatang. Kata Kunci : wisata pendidikan, pendidikan karakter, kearifan lokal

Development Of Bilingual Getrans Teaching Aids To Understand Geometry Transformation Material Utami, Rini; Hidayah, Nurina; Sidqi, Muhammad Fajru; Kuncoro, Sigit
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 4 (2024): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i4.696

This research aims to develop bilingual getrans teaching aids that can be used to visualise the concept of geometry transformation. The urgency of this research lies in the effort to facilitate students' understanding of abstract concepts in geometric transformations where the development of getrans teaching aids allows students to learn actively, involving physical and visual, which is believed to improve understanding and retention of concepts. Utilizing the 4D model, the Research and Development (R&D) approach is applied. The four phases of the 4D development model are defined, designed, developed, and disseminated. The findings showed that students had trouble grasping the idea of geometric transformation at the define stage. At the design stage, preparation for the development of bilingual getrans teaching aids was carried out. At the development stage, getrans props were made as well as validation of video results by experts and limited trials to students. Then at the dissemination stage, the revised video results were disseminated based on expert advice. The conclusion of this research is that bilingual getrans teaching aids can be used for learning mathematics which students can better understand changes in position, rotation, reflection, or dilation of objects in geometry with better.

Pre-Service Language Teachers’ Perceptions of AI-Driven Language Assessment: A Preliminary Investigation Sidqi, M. Fajru; Matra, Sarlita; Ulya, Inayatul
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6816

The emergence of artificial intelligence (AI) in education has begun reshaping language assessment practices, demanding that future educators develop not only assessment literacy but also a critical understanding of AI-driven tools. This preliminary study explores the perceptions and beliefs of pre-service language teachers in Indonesia regarding AI-based language assessment, with a focus on how these perceptions influence their readiness to navigate the evolving landscape of educational evaluation. Employing a mixed-methods approach through open-ended surveys, the study investigates participants’ views on the pedagogical potential of AI technologies in supporting formative and summative assessment, as well as the challenges they face in adopting such innovations. Findings indicate that while many pre-service teachers acknowledge the efficiency and objectivity offered by AI, they express uncertainty about its reliability, ethical implications, and their own preparedness to effectively integrate AI tools into classroom assessment. These insights point to an urgent need for teacher education programs to incorporate AI-related assessment training that fosters not only technical skills but also reflective and ethical awareness. This study contributes to the growing discourse on AI in language education, advocating for a reimagined teacher preparation model that equips future educators with the competencies needed for responsible and effective use of AI-driven assessment systems.

EFL students’ anxiety in writing journal manuscripts: An analysis of levels and causes Ulya, Inayatul; Matra, Sarlita Dewi; Sidqi, Muhammad Fajru
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.433-450

Writing anxiety represents a critical affective variable in English as EFL academic context, associated with challenges in written language production. This study investigates the writing anxiety experienced by Indonesian EFL students, specifically examining its levels and underlying causes. Writing anxiety is a prevalent barrier to effective written expression, particularly in second language academic contexts. Employing a mixed-method approach, the research integrated both quantitative and qualitative data to provide a comprehensive understanding of this phenomenon. A purposive sample of 58 sixth-semester students from the English Language Education at Pekalongan University (UNIKAL) Central Java, Indonesia, was selected, focusing specifically on those who passed the Writing for Academic Purpose course. Data were collected using a questionnaire adapted from the Second Language Writing Anxiety Inventory (SLWAI) and supported by semi-structured interviews. The questionnaire measured three types of writing anxiety: cognitive, somatic, and avoidance behavior. Results revealed moderate levels of cognitive anxiety (M = 2.68), somatic anxiety (M = 2.81), and avoidance behavior (M = 2.83). Students expressed concerns about negative judgment, fear of making errors, and physical symptoms such as tension under time constraints—factors that contributed to procrastination and avoidance. Qualitative findings echoed these results, identifying fear of evaluation, limited writing experience, and low self-confidence as major contributors to writing anxiety. Notably, although students perceived writing tasks as challenging, their anxiety levels remained moderate, indicating a persistent but manageable affective barrier. It is recommended that future researchers and educators consider addressing cognitive, somatic, and behavioral dimensions of writing anxiety when designing EFL writing instruction, particularly by incorporating strategies that reduce fear of evaluation and build students’ writing confidence.

Pre-Service Language Teachers’ Perceptions of AI-Driven Language Assessment: A Preliminary Investigation Sidqi, M. Fajru; Matra, Sarlita; Ulya, Inayatul
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6816

The emergence of artificial intelligence (AI) in education has begun reshaping language assessment practices, demanding that future educators develop not only assessment literacy but also a critical understanding of AI-driven tools. This preliminary study explores the perceptions and beliefs of pre-service language teachers in Indonesia regarding AI-based language assessment, with a focus on how these perceptions influence their readiness to navigate the evolving landscape of educational evaluation. Employing a mixed-methods approach through open-ended surveys, the study investigates participants’ views on the pedagogical potential of AI technologies in supporting formative and summative assessment, as well as the challenges they face in adopting such innovations. Findings indicate that while many pre-service teachers acknowledge the efficiency and objectivity offered by AI, they express uncertainty about its reliability, ethical implications, and their own preparedness to effectively integrate AI tools into classroom assessment. These insights point to an urgent need for teacher education programs to incorporate AI-related assessment training that fosters not only technical skills but also reflective and ethical awareness. This study contributes to the growing discourse on AI in language education, advocating for a reimagined teacher preparation model that equips future educators with the competencies needed for responsible and effective use of AI-driven assessment systems.

Training of Integration of Literature in Logotherapy-Based English Lessons for Member of The Pekalongan High School English Teachers' Working Group (MGMP) Susanto, Susanto; Dewanto, Aji Cokro; Sidqi, M. Fajru
Jurnal Abmas Negeri (JAGRI) Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Sarana Ilmu Indonesia (salnesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36590/jagri.v6i2.1543

A training on integrating literature into English language teaching based on logotherapy is essential for English Subject Teachers' Working Group (MGMP) members in Pekalongan City to enhance their pedagogical competence in student instruction. The main objective of this activity was to respond to the needs of teachers' who showed a positive attitude toward the use of literary texts, but were still limited in their ability to interpret such texts beyond moralistic or literal meanings. A needs analysis was conducted through questionnaires to explore teachers' perceptions, experiences, and obstacles related to the use of literature in the curriculum. The training was carried out in five sessions, beginning with an introduction to the philosophical foundations of logotherapy and existentialist education, followed by discussions on the role of literature in meaningful learning. The practical sessions involved critical interpretation of the folktale Malin Kundang, modification of the narrative to emphasize existential dilemmas, and the development of interactive language skills activities (listening, reading, writing, and speaking). The results showed that the training helped expand the teachers' understanding of how literature can be used not only to enhance language competence but also to develop students’ self-awareness, empathy, and character. The conclusion highlights that the integration of literature and logotherapy principles has the potential to transform the English classroom into a space for personal growth and existential reflection, making language learning both meaningful and transformative.

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