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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal English Education: Jurnal Tadris Bahasa Inggris Jurnal Prima Edukasia Proceeding of International Conference on Teacher Training and Education MODELING: Jurnal Program Studi PGMI Voices of English Language Education Society Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JOLLT Journal of Languages and Language Teaching
Zainnuri, Hasan
Sebelas Maret University
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enculturation of Art Value of Carving Decoration (Anthropological Studies of Preservation Efforts of Purwo Shadow Puppets in Wonogiri) Subiyantoro, Slamet; Yusuf, Munawir; Zainnuri, Hasan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.612 KB)

Abstract

This research tends to highlight the symbolic and philosophic values of Purwo shadow puppets. Most of the study themes though emphasize its exhibition. The objective of this study is to demonstrate the process of ongoing cultural art value of carving decoration in Wonogiri, in an effort to preserve the presence of Purwo shadow puppets. This case study was conducted in Kepuhsari village, Manyaran, Wonogiri, a village considered as the Purwo shadow puppets center long since generations before until now. This research uses a qualitative approach based a fixed distinct strategy. Data were collected through open interviews, observations and analysis of the documents/record contents. Then, they were analyzed using an interactive model starting from its collection, reduction process, then presentation and verification cycle. The results showed that the art value of carving decoration of Purwo shadow puppet in Wonogiri remains indelible and continues to exist until today since it has harmoniously been nurtured / cultured in a continuous way, whether in formal or non-formal education. Informal education implies learning activities undertaken at the master‟s, who is very knowledgeable in carving decoration, which tends to be social and freely performed at his home. Whereas formal ones, regarding civilizing value of carving decoration, take place at schools, where its materials are technically integrated at local culture programs and extra-curricular activities which are contracted in a planned but scheduled as well as cultivated by appointed instructors.
INVESTIGATING ENGLISH LANGUAGE TEACHERS IN DEVELOPING TPACK AND MULTIMODAL LITERACY Drajati, Nur Arifah; Tan, Lynde; Haryati, Sri; Rochsantiningsih, Dewi; Zainnuri, Hasan
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9806

Abstract

Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using quantitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers’ professional development. Keywords:
The Implementation of Student Teams' Achievement Divisions Applying Multimedia to Improve Learning Outcomes for Fifth Grade Students at Elementary School Ngatman, Ngatman; Salimi, Moh; Lintang, Niken Sekar; Hidayah, Ratna; Zainnuri, Hasan
Jurnal Prima Edukasia Vol. 12 No. 2 (2024): July 2024
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v12i2.68448

Abstract

The study aims to determine the improvement of social science learning outcomes about national events during the colonial period. This study used participatory action research methods conducted in three cycles. The stages were planning, implementing, observing, evaluating, and reflecting. The subjects were teachers and 23 fifth-grade students at an elementary school in the Kebumen district. The data collection methods were observation, interviews, and tests. Data analysis techniques used quantitative and descriptive qualitative analysis. The results indicate that implementing Student Teams Achievement Divisions (STAD) applying multimedia improves student social science learning outcomes since it obtains 73.91% in the first cycle, 80.43% in the second cycle, and 86.96% in the third cycle. The students are active in group discussions and question and answer. It concludes that implementing Student Teams Achievement Divisions by applying multimedia improves social science learning outcomes about national events during the colonial period for fifth-grade students. This study is a diversification of learning strategies, so it can be an alternative solution to develop the quality of learning in elementary schools.
Promoting Photovoice for Teachers’ Self-Reflection on Multimodal Literacy Drajati, Nur Arifah; Ngadiso, Ngadiso; Zainnuri, Hasan
English Education: Jurnal Tadris Bahasa Inggris Vol 12 No 2 (2019): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v12i2.5415

Abstract

Self-reflection is a concept of learning from experience that dominates teacher educator around the world. It is true that self-reflective is not a natural process since it needs critical thought, self-direction, and problem-solving with personal knowledge and self-awareness. The major premise of the study is that although teachers are repeatedly encouraged to reflect on their teaching and learning, they are unable to do so successfully. Photovoice is a valuable tool to engage teachers in reflecting their own lives outside the school, voice their perspectives and share with other teachers, students, and policymakers. Thus, the purpose of this study is to report on action research that investigated photovoice in emerging teachers’ self-reflective on multimodal literacy. To examine this issue, a qualitative study with an action research design was conducted with five junior high school teachers as participants. The data collected through photovoice and analyzed by using SHoWeD Analysis. SHoWeD analysis is the acronym for a series of questions: (1) what do you see here; (2) what is happening; (3) how does this relate to our lives; (4) why are things this way; (5) how could this image educate people. In general, the study indicates that the use of photovoice for self-reflective on multimodal literacy gives positive impacts on the context of teacher professional development.
EFL Students' Use, Perceptions, and Reliance on Chat-GPT for Editing and Proofreading: A Technology Acceptance Model Perspective Setyaningsih, Endang; Zainnuri, Hasan; Wahyuni, Dewi Sri; Hariyanti, Yuni
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13484

Abstract

Rapid growth of studies on Chat-GPT acceptance within the broader context of AI in education (AIEd) has provided valuable insights into how participants across settings perceive and use this tool for teaching and learning. This study replicates earlier investigations on AI acceptance but narrows the focus to a specific task: editing and proofreading. It also expands the inquiry to address ethical concerns and overreliance-two recurring themes in AIEd research. A modified extended TAM questionnaire covering seven aspects was distributed to 71 first-year EFL university students enrolled in a writing course that permitted Chat-GPT only for editing and proofreading, with clear restrictions. Group interviews were also conducted. Quantitative data were analyzed using descriptive statistics; qualitative data were examined thematically. Findings reveal a consistent three-step use of Chat-GPT: prompting, pasting the manuscript, and reviewing. Students treated AI output as a draft for enhancement, not as final work. Variation emerged in how much students revised AI-suggested edits, suggesting differing levels of reliance. The study confirms that perceived usefulness and ease of use contribute to students’ attitudes and intentions, moderated by self-image and subjective norms. While long-term dependency remains unclear, students appeared cautious when boundaries were set. This study suggests that when lecturers provide clear guidelines, students tend to view Chat-GPT as a learning aid and show awareness of academic integrity and authorship. The findings underline the need for well-defined institutional policies on AI use in writing instruction, while acknowledging the study’s contextual limitations and the need for further research.
Exploring High School EFL Teachers' Experiences with Magic School AI in Lesson Planning: Benefits and Insights Setyaningsih, Endang; Asrori, Muhammad; Ngadiso; Sumardi; Zainnuri, Hasan; Hariyanti, Yuni
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27700

Abstract

Advancements in artificial intelligence (AI) are reshaping education, yet its role in lesson planning warrants further exploration. This study examines how Indonesian high school English as a Foreign Language (EFL) teachers integrate MagicSchool AI, a generative AI tool, into lesson planning, revealing opportunities and challenges. Data from 38 teachers, collected through post-workshops open-ended questionnaires, and focus group interviews, highlight AI's dual potential: while it accelerates lesson planning, supports differentiated instruction, and fosters creativity, it also necessitates critical teacher oversight, effective prompt-engineering skills, and significant adaptation to align with classroom dynamics. Teachers emphasized AI’s value in reducing workloads and generating diverse instructional ideas but noted that its outputs often lack readiness for immediate use, requiring refinement to ensure pedagogical soundness. These findings underscore the importance of targeted training and professional development to equip teachers with the skills to navigate AI tools effectively. This study emphasizes the critical balance between human expertise and technological efficiency by framing AI as a collaborative ally rather than a replacement for educators. It contributes to the growing discourse on AI in education, offering insights into optimizing human-AI collaboration for innovative, contextually relevant, and impactful teaching practices. This research invites educators and policymakers to envision AI as a transformative force, capable of bridging innovation with pedagogical integrity to shape the future of education.
Scoping Review: Proses dan Luaran Pembelajaran Eco-Social Pedagogy Salimi, Moh; Zainnuri, Hasan; Hidayah, Ratna; Surya, Anesa; Fauziah, Muna; Astuti, Dewi
MODELING: Jurnal Program Studi PGMI Vol. 12 No. 3 (2025): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v12i3.2938

Abstract

Eco-social pedagogy menjadi gagasan dan jalan untuk mengintegrasikan social pedagogy dan ecopedagogy untuk mengembangkan social skills dan ecoliteracy. Penelitian ini merupakan studi literatur dengan metode scoping review. Scoping review digunakan dalam penelitian ini untuk mengetahui proses dan luaran pembelajaran eco-social pedagogy. Scoping review disusun berdasarkan terdiri atas lima tahap yaitu identifikasi pertanyaan penelitian, identifikasi studi yang relevan, pemilihan studi pemetaan data, menyusun, meringkas, dan melaporkan hasil. Pencarian studi didapatkan dari science direct, sage publication, googlr scholar dengan mengambil 15 artikel yang saling berkaitan satu sama lain. Adapun delapan studi yang digunakan terdiri dari survei, tinjauan pustaka, fenomenologi, studi kasus, evaluative, pendekatan interpretative, mixed method, kuasi eksperimental, dan penelitian lapangan. Studi tersebut berasal dari beberapa negara seperti, Finlandia, China, Spanyol, Skotlandia, Amerika Serikat, Australia, Afrika, Colombia, dan Indonesia. Hasil review ditinjau dari dua hal yaitu nilai-proses atau metode penerapan dan output pembelajaran yang berorientasi eco-social pedagogy Hasil penelitian ini menunjukkan bahwa: (1) pembelajaran eco-social pedagogy didukung penuh dengan variasi pendekatan pembelajaran, diantaranya pemanfaatan alam dan sumber daya lingkungan, pendekatan sistematik dan holistic, pendekatan refleksi dan eksplorasi, serta pembelajaran kolaboratif berbasis riset/proyek dan (2) pembelajaran eco-social pedagogy menghasilkan luaran berupa perubahan minat pembelajaran peserta didik ke arah yang positif. 
Development of Digital Teaching Materials for Imaginative Stories Based on Ethnoliteracy for Indonesian Language Learning in Elementary Schools Nurani, Riga Zahara; Chandra, Deni; Julistiana, Risma; Salimi, Moh; Ruuhwan, Ruuhwan; Zainnuri, Hasan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December (IN PROGRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.17674

Abstract

This study aims to develop valid, practical, and effective ethnoliteracy-based digital teaching materials for imaginative story learning in elementary schools. The research employed a Research and Development (R&D) method using the 4D Thiagarajan model, consisting of the definition, design, development, and dissemination stages. The participants included fifth-grade students in Tasikmalaya Regency, teachers, and expert validators in language, content, and media. Data were collected through tests, questionnaires, interviews, observations, and documentation, and analyzed using qualitative and quantitative techniques. The needs analysis indicated a strong demand for digital teaching materials among teachers (94.7%) and high student interest in digital media (92.6%) and visual illustrations (90.8%). Expert validation scores demonstrated that the product was feasible in terms of language (3.4), content (3.4), and highly feasible in media design (3.6). Field trials showed that the digital teaching materials were practical, engaging, and enhanced students’ imaginative story-writing abilities and ethnoliteracy understanding. The effectiveness was reflected in the improvement of students’ average scores from 70.34 (pretest) to 81.45 (posttest), with an average N-Gain of 0.40 categorized as moderate. Overall, the ethnoliteracy-based digital teaching materials are feasible and effective as an innovative resource for Indonesian language learning and contribute to strengthening students’ cultural identity in the digital era.
Co-Authors Anesa Surya Chandra, Deni Dewi Astuti Dewi Rochsantiningsih Dewi Sri Wahyuni, Dewi Sri Endang Setyaningsih Fauziah, Muna Lintang, Niken Sekar Moh Salimi Muhammad Asrori Munawir Yusuf Ngadiso Ngadiso Ngadiso Ngatman, Ngatman Nur Arifah Drajati Nurani, Riga Zahara Ratna Hidayah Risma Julistiana Ruuhwan Ruuhwan Slamet Subiyantoro Sri Haryati Sumardi Tan, Lynde Yuni Hariyanti