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All Journal E-Dimas: Jurnal Pengabdian kepada Masyarakat Edukasi Islami: Jurnal Pendidikan Islam English Language and Literature International Conference (ELLiC) Proceedings Jurnal Ilmiah Mandala Education (JIME) Journal of English Education Program (JEEP) Jurnal Nasional Holistic Science Journal of Language and Literature Studies Innovative: Journal Of Social Science Research JPNM : Jurnal Pustaka Nusantara Multidisiplin Community Empowerment Journal Educalingua Journal International Journal of Research in Education (IJRE)
Jafar Sodiq, Jafar
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Edmodo as Technology-Based Formative Assessment: How it Enhances Reading Comprehension Nuraini, Fani Indriya; Sodiq, Jafar; Prastikawati, Entika Fani
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1368

Abstract

This study investigates the effectiveness of Edmodo as a technology-based formative assessment tool in enhancing students’ reading comprehension. Employing a quasi-experimental design, the research involved two groups of junior high school students: an experimental class and a control class, each consisting of 30 students. While the control class employed traditional formative assessment methods, which included direct question-and-answer sessions during face-to-face instruction, the experimental class integrated Edmodo as a platform for technology-based formative assessment. Reading comprehension tests, administered as pre-tests and post-tests, served as the primary data collection instrument. The data were analyzed using SPSS 23 for descriptive statistics, N-gain, and t-test to assess the impact of the intervention. Results revealed that the experimental class, which utilized Edmodo, demonstrated significantly higher improvements in reading comprehension compared to the control class. The N-gain analysis highlighted a substantial increase in the experimental group’s performance, indicating the effectiveness of Edmodo in supporting student engagement and understanding of reading materials. This study underscores the potential of technology-based formative assessments, particularly through platforms like Edmodo, in creating interactive, timely, and student-centered learning environments. By providing immediate feedback and fostering collaborative learning, Edmodo enhances students’ comprehension skills, thereby offering an innovative approach to formative assessment in English language teaching. These findings advocate for the integration of digital tools into assessment practices to improve learning outcomes in reading comprehension.
Peningkatan Kompetensi Guru Bahasa Inggris SMP di Kota Semarang melalui Pelatihan Penyusunan Lembar Kerja Interaktif Berbasis Liveworksheet Sodiq, Jafar; Sophia Budiman, Theresia Cicik; Lestari, Maria Yosephin Widarti; Sutrisno, Sutrisno
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 16, No 4 (2025): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v16i4.25693

Abstract

Program pengabdian kepada masyarakat ini dilaksanakan untuk meningkatkan kompetensi profesional guru Bahasa Inggris tingkat SMP di Kota Semarang melalui pelatihan penyusunan lembar kerja peserta didik (LKPD) interaktif berbasis Liveworksheet. Sebanyak 25 guru anggota MGMP Bahasa Inggris mengikuti pelatihan dengan pendekatan praktik langsung yang menekankan pengalaman aplikatif. Rangkaian kegiatan mencakup penyampaian materi teori, latihan teknis, serta sesi pendampingan dalam proses perancangan, konversi, dan penerapan LKPD digital interaktif. Hasil pelatihan menunjukkan adanya peningkatan yang signifikan pada literasi digital dan kreativitas pedagogis peserta. Penguasaan guru terhadap fitur-fitur Liveworksheet meningkat sebesar 66%, sedangkan kemampuan mereka dalam mengintegrasikan LKPD interaktif ke dalam pembelajaran naik sebesar 62%. Guru berhasil menghasilkan lembar kerja digital yang kemudian diterapkan dalam kelas, sehingga berkontribusi pada peningkatan motivasi dan keterlibatan siswa. Pembentukan English Teacher Digital Learning Community turut menjamin keberlanjutan program melalui penguatan kolaborasi dan pengembangan profesional berkelanjutan. Secara keseluruhan, kegiatan ini berhasil mengatasi kesenjangan kompetensi teknologi guru dan mendukung agenda nasional terkait pembelajaran mendalam berbasis digital.
The Effectiveness of AI-Integrated Genre-Based Materials in Enhancing Creative Thinking in EFL Procedural Text Writing Miesmiarini, Moeria Erry; Senowarsito, Senowarsito; Sodiq, Jafar
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4928

Abstract

This study responds to the growing need for pedagogically grounded integration of artificial intelligence in EFL writing instruction, particularly in fostering students’ creative thinking in procedure text writing. While AI has been increasingly utilized in language learning, its systematic integration with Genre-Based Instruction remains insufficiently explored. Therefore, this study aims to develop and evaluate AI-integrated genre-based instructional materials, namely GRAMCHAT-QUIZ, to enhance students’ creative thinking. This study employed a Research and Development (R&D) design utilizing the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants involved tenth-grade students and an English teacher at a senior high school in Central Java, Indonesia. Data were collected through questionnaires, interviews, classroom observation, expert validation, and students’ writing products. The data were analyzed qualitatively to examine students’ creative thinking in terms of fluency, flexibility, and elaboration. The findings reveal that the developed materials are valid and feasible based on expert validation results. Classroom implementation indicates that the integration of AI supports students in generating ideas, employing varied language expressions, and elaborating their writing more effectively. In addition, students demonstrate positive responses and increased engagement during the learning process. In conclusion, AI-integrated genre-based materials show potential in enhancing students’ creative thinking in EFL procedure text writing. The study implies that teachers can meaningfully integrate AI within structured genre-based instruction to support students’ creativity, engagement, and writing development.
Co-Authors Cicik Sophia, Theresia Dias Andris Susanto Farisyah, Ulfi Ghanaro, Mohammad Hamid, Satim Intizam, Ikhsan Jamiu Temitope Sulaimon Lestari, Maria Yosephin Widarti M. R. Nababan, M. R. Mantik, Aliyah Miesmiarini, Moeria Erry Nababan, Mangatur Rudolf Novita Riyanti, Novita Nur Hidayat Nuraini, Fani Indriya Sigit Ristanto Siti Musarokah Sutrisno Sutrisno Tamsir, Sonya Pebriani Tarjana, Sri Samiati Tarjana, Sri Samiyati Theresia Cicik Sophia Budiman Tri Wiratno Winanta, Alin Anastasya