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All Journal Jurnal Penyuluhan Parole: Journal of Linguistics and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English Language Teaching Educational Journal PROJECT (Professional Journal of English Education) Journal of Vocational Education Studies Journal Of English Literature, Linguistic, and Education (JELLE) Proceeding ISETH (International Summit on Science, Technology, and Humanity) Teaching English as a Foreign Language Journal GSE-journal
Djoko Sutrisno
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Fostering Critical Thinking through Integrating Edpuzzle in Blended Learning Djoko Sutrisno; Abbas, Azwar
Global Synthesis in Education Journal Vol. 1 No. 1 (2023): August 2023: Global Synthesis in Education
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/9drysn02

Abstract

To better prepare students for the demands of the twenty-first century, the Ministry of Education and Culture of the Republic of Indonesia incorporates character education into a range of educational courses. English as a foreign language, teachers can select the chosen learning approach for their students—which might require using critical thinking skills—by using digital interactive media like Edpuzzle. This study's goal was to evaluate how digital interactive media like Edpuzzle were used in online English as a foreign language (EFL) classes and how it affected the students' critical thinking abilities. In order to help students enhance their critical thinking abilities in the context of problem-solving related to various learning styles, this project intends to create digital media based on character values. The 4-D approach was used in this product development study (Define, Design, Develop, and Disseminate). The digital interactive media Edpuzzle obtained a total average score of 3.60 based on the validation from the material expert and a score of 3.50 based on the evidence from the media expert, indicating that the study's findings are correct. 92% of the eighth-graders reactions were positive, per the assessments. Active learning during the teaching process also causes the students to feel positive emotions. Students can also develop their ability to think critically by speaking out in class and having meaningful debates with their classmates
Enhancing Writing Skills through Cultural Integration: Exploring the Impact of Culturally-Responsive Writing Instruction in Diverse EFL Classrooms Sutrisno, Djoko; Abbas, Azwar; Nafi Annury, Muhammad
Global Synthesis in Education Journal Vol. 2 No. 3 (2024): Vol. 2 No. 1 (2024): Vol. 2 No. 2 (2024): November 2024, Pages 01-77
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/rpm4cp30

Abstract

In an increasingly multicultural and interconnected world, the integration of culturally-responsive teaching methods into English as a Foreign Language (EFL) instruction has emerged as a vital pedagogical approach. This study examines the impact of culturally-responsive writing instruction on the development of EFL learners' writing skills, comparing it with traditional writing instruction. The objective is to explore how integrating cultural elements into writing pedagogy enhances linguistic competencies, fosters engagement, and promotes inclusivity in diverse classrooms. A mixed-methods research design was employed, combining a quantitative pre-test and post-test experimental approach with qualitative interviews and focus group discussions. The quantitative phase of the study involved assessing writing performance in two groups: one experimental group that received culturally-responsive instruction and one control group that followed traditional teaching methods. Writing samples were evaluated using standardized rubrics to measure key competencies such as content, organization, grammar, and critical thinking. The qualitative phase gathered insights into students' perceptions, motivation, and engagement through thematic analysis of interviews and focus group discussions. The results demonstrated significant improvements in the experimental group's writing performance, with notable gains in grammar (+40.9%), critical thinking (+41.7%), and vocabulary (+35.3%). Students reported higher engagement, confidence, and personal connection to writing tasks. Teachers observed improved participation and deeper critical analysis in student writing. However, challenges such as balancing curriculum demands and limited institutional support were highlighted. Overall, the findings underscore the transformative potential of culturally-responsive instruction in improving writing outcomes, fostering cultural appreciation, and creating inclusive learning environments. This study contributes to the growing body of evidence advocating for educational equity and culturally-responsive practices in EFL classrooms.
EXPLORING THE BENEFITS OF MULTIMODAL LITERACY IN ENGLISH TEACHING: ENGAGING STUDENTS THROUGH VISUAL, AUDITORY, AND DIGITAL MODES Sutrisno, Djoko; Noor Azlinda Zainal Abidin; Nanda Pambudi; Aydawati, Emilia; Sulfikar Sallu
Global Synthesis in Education Journal Vol. 1 No. 2 (2023): Volume 1 Number 2, November 2023, Pages 01-63
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/xh184f41

Abstract

This research paper investigates the benefits of integrating multimodal literacy into English teaching practices. Multimodal literacy refers to the ability to comprehend and create meaning using multiple modes of communication, such as visuals, auditory elements, and digital technologies. The study aims to explore how incorporating multimodal approaches can enhance student engagement and learning outcomes in English classrooms. Drawing on recent research and educational theories, this paper examines the theoretical underpinnings of multimodal literacy and its potential impact on language acquisition. The research employs a qualitative approach, including classroom observations, interviews, and student feedback, to gather data and provide insights into the effectiveness of multimodal literacy strategies. The findings contribute to the understanding of innovative teaching practices that promote student engagement, critical thinking, and communication skills in English language learning contexts.
Integrating AI Technology to Optimize Learning for SD Muhammadiyah Kebumen Djoko Sutrisno; Ani Susanti; Hermanto
Global Synthesis in Education Journal Vol. 1 No. 3 (2024): March 2024, Pages 01-49
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/g0x3ak63

Abstract

Artificial intelligence has the potential to revolutionize education by enhancing teaching and learning experiences. By integrating AI technology, SD Muhammadiyah Kebumen can optimize its teaching methods and improve the overall learning outcomes for students. However, successfully integrating AI technology into education requires addressing specific challenges and considerations. These challenges include the profit-oriented nature of current AI applications in education, the lack of pedagogical knowledge among AI developers, and the need for teachers' input and collaboration in the development process. This paper explores the potential of integrating AI technology to optimize SD Muhammadiyah Kebumen's learning. The method of this research is a mix of methods, combining both quantitative and qualitative approaches. The quantitative approach will involve analyzing data on the current teaching methods and learning outcomes of SD Muhammadiyah Kebumen. The qualitative approach will include conducting interviews and surveys to gather insights and perceptions from teachers regarding the use and effectiveness of AI technology in their classrooms. The results show that integrating AI technology in teaching can improve the quality and effectiveness of instruction, enhance student engagement and personalized learning experiences, and provide teachers with valuable insights and data to inform their teaching practices. The score is approximately 3.78, suggesting a somewhat positive attitude towards AI among the respondents. Current use of technological tools: This category scored the highest, with a mean score of around 4.12, indicating that the current use of technological tools is favorable among the participants. Perceived benefits of AI integration include improved student outcomes, increased efficiency in teaching, personalized learning experiences, enhanced engagement, and access to valuable data for informed decision-making. The study found that integrating AI technology in teaching can potentially optimize learning for SD Muhammadiyah Kebumen
ANALYZING THE IMPACT: EMERGING CLASSROOM TECHNOLOGIES AND THE EVIDENCE ON LEARNING Putriyani, Della Widya; Djoko Sutrisno; Azlinda Zainal Abidin
Global Synthesis in Education Journal Vol. 1 No. 2 (2023): Volume 1 Number 2, November 2023, Pages 01-63
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/37aknv11

Abstract

This paper aimed to analyze the multifaceted impact of modern technological integration in education on pedagogy, learning processes and outcomes. A detailed literature review was conducted examining key developments in educational technologies over the past two decades including online learning platforms, 1:1 device initiative, and adaptive learning software. Impacts were analyzed using existing evidence from multiple systematic reviews and meta-analyses on learning analytics, engagement, student achievement and teaching practices. The integration of technology in classrooms was found to enable more self-directed, personalized learning approaches leading to significant gains in core skills. However, uneven access to technology and issues around data privacy were also highlighted. Benefits were maximized when technologies supplemented rather than substituted teachers. With astute policy and teacher training, classroom technology presents transformative opportunities to improve access, equity, achievement and prepare students with vital future-oriented skills. However, care must be taken to continually address ethical issues around privacy, screen time, and digital divides. Understanding both opportunities and pitfalls will be key as education systems leverage technologies effectively to enhance learning on a global scale in coming decades
Fusing Corpus-Based Analysis with Content and Language Integrated Learning: Transforming Online Language Proficiency Development Annury, Muhammad Nafi; Fridolini, Fridolini; Sutrisno, Djoko
Global Synthesis in Education Journal Vol. 3 No. 2 (2025): Vol. 3 No. 2, August 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/p0kmy083

Abstract

The integration of corpus-based analysis with Content and Language Integrated Learning (CLIL) offers a promising pedagogical framework to enhance online language proficiency development. Against the backdrop of increasing globalization and the need for effective language and content instruction, this study investigates the potential of merging these two methodologies to address gaps in traditional language education. The objective is to explore how corpus-based tools can enhance CLIL curricula by providing authentic, subject-specific language inputs and fostering critical thinking, cultural awareness, and learner autonomy. A mixed-methods approach was adopted, combining quantitative and qualitative methods. Quantitative analysis involved pre-tests and post-tests of vocabulary acquisition, grammar accuracy, and subject-specific terminology comprehension for experimental and control groups. The experimental group utilized corpus-based CLIL tools, while the control group followed traditional CLIL methods. Qualitative data were gathered through surveys, interviews, and case studies to capture learner and educator experiences, engagement, and usability of the proposed approach. Findings revealed that the experimental group demonstrated significantly greater improvements in language proficiency, with 80%-100% gains across metrics compared to 30%-50% gains in the control group. Qualitative
TUGAS dan FUNGSI PENGAWAS MUTU SIPIL (Civil QC Inspector)  DALAM PENGERJAAN PEMBANGUNAN PELABUHAN (JETTY) PROYEK SUMBAWA LNG REGASDI PT. JGC INDONESIA Nafi Annury, Muhammad; Sutrisno, Djoko
Global Synthesis in Education Journal Vol. 3 No. 3 (2025): Vol. 3 No. 3, November 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/e1bvf861

Abstract

Authorship attribution (AA), a core task in computational linguistics, seeks to identify the author of a text based on stylistic patterns. While effective, many existing methods face a trade-off between classification accuracy and computational cost, especially when applied to large datasets. This study provides a systematic evaluation of word-level string kernel techniques as a highly efficient and accurate solution for AA. We investigate the performance of three string kernels (Spectrum, Presence Bits, and Intersection) paired with three machine learning classifiers (Support Vector Machine, Random Forest, and XGBoost). The models were tested on three distinct feature sets designed to isolate the stylistic contribution of noun phrases alongside word (n)-grams. Our findings reveal that the optimal configuration—a Support Vector Machine with a Spectrum kernel utilizing a feature set of word (n)-grams and noun phrases—achieves approximately 95% classification accuracy on the test set. This result underscores the critical role of phrasal-level syntactic information in capturing an author's unique voice. Most significantly, this word-level approach demonstrates a four- to six-fold reduction in model training time compared to a strong character-level baseline, while maintaining superior or competitive accuracy. This research concludes that word-level string kernels offer a powerful and practical framework for authorship attribution, striking an exceptional balance between high performance and computational efficiency. The method's scalability makes it highly suitable for real-world applications, including digital forensics, plagiarism detection, and large-scale textual analysis
Co-Authors Adhy Kurnia Triatmaja Ani Susanti Annury , Muhammad Nafi Arief Kurniawan Astari, Melya Putri Aydawati, Emilia Ayudia Fauziah Azlinda Zainal Abidin Azwar Abbas Budi Santosa Budi Santosa Budiastuti, Pramudita Catur Kepirianto Edhy Susatya, Edhy Fauzia Fitri Nur Mahmudah Fridolini, Fridolini Hermanto Hermanto Hermanto Iin Inawati Johny Marsius listiani, Eva Maharani, Kharien Puspa Mufida Yasin, Amalia Muhammad Nafi Annury, Muhammad Muhammad Nafi Annury, Muhammad Nafi Nanda Pambudi Noor Azlinda Zainal Abidin Pang S Asngari Prabowo Tjitropranoto Prima, Rendra Ananta Purnawan Purnawan Putriyani, Della Widya Raihani, Shaheila SITI MARIAM Soedijanto Padmowihardjo Sulfikar Sallu Sumardjo Tjahjono Mohamad Amin Tri Kuat, Tri Yayang Ariawan Zainal Abidin , Noor Azlinda