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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris JEES (Journal of English Educators Society) Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Jurnal Pendidikan Bahasa KACANEGARA Jurnal Pengabdian pada Masyarakat Martabe : Jurnal Pengabdian Kepada Masyarakat Journal of English Language and Pedagogy Pioneer: Journal of Language and Literature Discovery : Jurnal Ilmu Pengetahuan ABIDUMASY : Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Bahasa Inggris Proficiency Jurnal Pengabdian Masyarakat (ABDIRA) Anglophile Journal ELTALL: English Language Teaching, Applied Linguistic and Literature TEFLICS J-Shelves of Indragiri (JSI) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Aktualisasi Pengabdian Masyarakat: Jurnal Pengabdian Kepada Masyarakat
Mukminatus Zuhriyah, Mukminatus
Unknown Affiliation
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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EMPOWERING EDUCATORS WITH 'SCRATCH': A REFLECTION ON DIGITAL LITERACY TRAINING FOR PRIMARY SCHOOL TEACHERS Marifatulloh, Sayid; Fajarina, Maskhurin; Zuhriyah, Mukminatus; Agustina, Ria Kamilah; Hardinanto, Eko; Nuruddin, Muhammad
ABIDUMASY 2024: ABIDUMASY : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/abidumasy.v1i1.8343

Abstract

This article discusses the improvement of digital literacy among elementary school teachers in Indonesia and Malaysia through a Scratch programming workshop. The training program aimed to enhance teachers' abilities to create interactive learning media while addressing challenges in integrating technology into the classroom. Qualitative data were collected through in-depth interviews with three participants, highlighting their experiences, challenges, and the impacts of the training. The findings reveal that the training significantly improved teachers' digital literacy and confidence in using Scratch. However, some challenges, such as understanding coding logic, were noted. This training also positively impacted student engagement through interactive and creative learning tools. The study emphasizes the need for ongoing support, broader training coverage, and collaboration to sustain the benefits of such programs in transforming education
A Teacher-Made Test for an Opinion Paragraph: Insights from Design-Based Research (DBR) Zuhriyah, Mukminatus; Mukminatien, Nur; Yoke, Soo Kum; Suhono, Suhono
Anglophile Journal Vol. 5 No. 2 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i2.2033

Abstract

In English as a Foreign Language (EFL) teaching and learning, teachers frequently design their own tests to measure students’ skills, monitor progress, and evaluate instructional effectiveness. However, most previous research on teacher-made tests in EFL writing has centered on essay types such as descriptive, argumentative, narrative, expository, and comparison-contrast, leaving opinion paragraphs relatively underexplored. Addressing this gap, the present study describes the systematic development and validation of a teacher-made test specifically designed to assess opinion paragraphs. Conducted in a paragraph writing course at a private university in East Java, the study adopts a genre-based approach and draws on the design-based research (DBR) framework proposed by Cavallaro and  Sembiante (2021). The instrument consists of two components: a writing prompt and an analytic scoring rubric. Its quality was ensured through a comprehensive validation process, including content and face validity (involving two writing instructors and eight students) and inter-rater reliability testing by two trained raters. The resulting test provides a cohesive, valid, and reliable formative assessment tool for evaluating EFL learners’ opinion paragraph writing. The inter-rater reliability coefficient (r = 0.85) indicates a strong positive correlation, supporting the consistency and reliability of the scoring rubric. This study not only contributes to the enhancement of teachers’ assessment literacy but also offers a practical model for developing and validating classroom-based writing assessments in EFL contexts.
Co-Authors Ade Silvia, Ade Agustina, Ria Kamilah Al Muammamah, Nurfadhilah Daristin, Pipit Ertika Elita, Yulia Jannata Fatmaliana, Dian Hadi Sucipto, Hadi Hardinanto, Eko Haryanti, Peni Indrawan, Fani Intan Safi Tri Ningsih Kamilah Agustina, Ria Komalasari, Nila Laili, Elisa Nurul Ma'rifatulloh, Sayid Ma’rifatulloh, Sayid Maghfiroh, Alfin Marifatulloh, Sayid Maskhurin Fajarina, Maskhurin Ma’rifatulloh, Sayid Muhammad Nuruddin Murni, Rini Astuti Muzahira, Rofiatun Nisful Laili, Choirun Nur Mukminatien Nur Muthmainnah Qatrunnada, Febrilia Hasna Rahmania Kususmawati, Ita Retno Eka Pramitasari Rodliyah, Iesyah Shafara, Inaya Zada Suhono Suhono, Suhono Varadika, Nanda Wahyuningtyas, Irsa Nabila Tri Widoyoningrum, Sri Yoke, Soo Kum Zahada, Alfa Innersia