Article Per Year (5 Year)
p-Index From 2021 - 2026
4.06
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Bahasa Inggris Undiksha Jurnal English Education: Jurnal Tadris Bahasa Inggris ELT-Lectura Jurnal Review Pendidikan dan Pengajaran (JRPP) ELT in Focus Community Development Journal: Jurnal Pengabdian Masyarakat JOLLT Journal of Languages and Language Teaching English Education and Literature Journal (E-jou) Jurnal Dedikasi untuk Negeri International Education Trend Issues Global Education Journal The Eastasouth Journal of Learning and Educations JPM (Jurnal Pengabdian Masyarakat) Ruwa Jurai Journal of Loomingulisus ja Innovatsioon EXPOSE (Journal of English Education and for Specific Purpose) google scholar EDUTECH Jurnal Pengabdian Masyarakat International Journal of Teaching and Learning (INJOTEL) Indonesian Journal of Education (INJOE) International Journal of Language and Ubiquitous Learning
Fini Widya Fransiska, Fini Widya
Universitas Muhammadiyah Pringsewu, Bandar Lampung, Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 29 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 29 Documents
Search

 1   2   3 
EFFECTIVENESS OF USING INTERACTIVE DIGITAL MEDIA INIMPROVING FISIOTHERAPY STUDENTS’ IN SPEAKING SKILLS ATMUHAMMADIYAH PRINGSEWU UNIVERSITY Fini Widya Fransiska
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2025): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to determine the effectiveness of using interactive digital media in improving the speaking skills of physiotherapy students at Muhammadiyah University Pringsewu. Speaking skills are an important competency for physiotherapy students, especially in therapeutic communication, patient education, and collaboration with other medical professionals. The research method used is quantitative with a quasi-experimental design using pre-test and post-test. The instruments used include a speaking skills test based on an assessment rubric and a student satisfaction questionnaire. The results of the data analysis show a significant increase in post-test scores compared to pre- test scores, as well as a high level of student satisfaction with the interactive digital media used. In conclusion, interactive digital media has proven effective in improving the professional communication quality of physiotherapy students and is recommended for integration into clinical practice-based learning.
EMPOWERING ELEMENTARY SCHOOL TEACHERS THROUGH TECHNOLOGY-ENHANCED PEDAGOGICAL MENTORING Desfita Eka Putri; Fini Widya Fransiska; Nova Krisnawati; Liza Husnita
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2025): Volume 6 No 3 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i3.47889

Abstract

Perkembangan teknologi informasi yang pesat menuntut guru sekolah dasar untuk mampu mengintegrasikan teknologi ke dalam proses pembelajaran secara efektif. Namun, realitas di lapangan menunjukkan bahwa banyak guru masih mengalami keterbatasan dalam hal pemahaman, keterampilan, dan kepercayaan diri untuk memanfaatkan teknologi dalam pembelajaran. Pengabdian masyarakat ini bertujuan untuk memberdayakan guru sekolah dasar melalui pendekatan pedagogical mentoring berbasis teknologi yang partisipatif dan kontekstual. Metode pengabdian yang digunakan adalah Participatory Action Research (PAR) dengan melibatkan 20 guru dari dua sekolah dasar di Pekanbaru, Riau. Kegiatan dilaksanakan dalam bentuk pelatihan, pendampingan praktik mengajar, dan forum refleksi kolaboratif. Hasil pengabdian menunjukkan peningkatan signifikan dalam pemahaman, keterampilan, dan inisiatif guru dalam mengintegrasikan teknologi pembelajaran. Analisis korelasi juga mengungkap hubungan yang kuat antara tingkat partisipasi dengan peningkatan kompetensi guru. Kesimpulannya, model mentoring berbasis teknologi yang bersifat reflektif dan kolaboratif efektif dalam meningkatkan kapasitas guru, serta membangun budaya belajar yang berkelanjutan di sekolah. Pengabdian ini berkontribusi pada pengembangan model pemberdayaan guru yang lebih humanis, kontekstual, dan adaptif terhadap tantangan pembelajaran abad 21.
PENGENALAN APLIKASI EDUKASI BERBASIS DIGITAL SEBAGAI SARANA PENGUATAN KEMAMPUAN BAHASA DAN KOMUNIKASI ANAK TK INSAN CEMERLANG Salamah Salamah; Maisuhetni Maisuhetni; Fini Widya Fransiska; Roby Novianto
Jurnal Dedikasi untuk Negeri Vol 5, No 1 (2026): JURNAL DEDIKASI UNTUK NEGERI (JDN)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/jdn.v5i1.5336

Abstract

Perkembangan teknologi digital telah memberikan berbagai peluang dalam dunia pendidikan, termasuk pada jenjang pendidikan anak usia dini. Namun, pemanfaatan teknologi sebagai media pembelajaran yang mendukung perkembangan bahasa dan komunikasi anak masih belum optimal di TK Insan Cemerlang. Hasil observasi awal menunjukkan bahwa hanya 28,6% guru yang pernah menggunakan aplikasi edukasi digital dalam pembelajaran, sebanyak 32,1% anak pernah menggunakan media digital edukatif secara terarah, dan sekolah memiliki keterbatasan sarana digital berupa satu unit proyektor dan belum tersedianya perangkat pembelajaran digital di setiap kelas. Kegiatan Pengabdian kepada Masyarakat ini bertujuan mengenalkan aplikasi edukasi berbasis digital sebagai sarana penguatan kemampuan bahasa dan komunikasi anak usia dini melalui integrasi penggunaan aplikasi dan pendampingan aktif oleh guru serta orang tua. Metode pelaksanaan meliputi observasi awal, sosialisasi, demonstrasi penggunaan aplikasi Marbel Belajar Huruf dan Membaca, praktik pendampingan selama empat minggu dengan frekuensi dua kali per minggu dan durasi 30 menit setiap pertemuan, serta evaluasi program. Kegiatan melibatkan 28 orang tua dan guru serta 30 anak TK Insan Cemerlang. Hasil evaluasi menunjukkan bahwa penggunaan aplikasi edukasi berbasis digital mampu meningkatkan rata-rata kemampuan bahasa dan komunikasi anak sebesar 28%, yang ditunjukkan melalui peningkatan penguasaan kosakata, kemampuan menyimak, keberanian berkomunikasi, dan partisipasi belajar. Selain itu, tingkat kepuasan guru dan orang tua terhadap program mencapai 94%, serta terjadi peningkatan pemahaman mengenai pemanfaatan teknologi digital yang aman dan edukatif dalam proses pembelajaran anak. Kegiatan ini menunjukkan bahwa integrasi aplikasi edukasi digital dengan keterlibatan aktif orang tua dan guru dapat menjadi media pendukung pembelajaran yang efektif dalam mengembangkan kemampuan bahasa dan komunikasi anak usia dini.
Fostering Divergent Thinking in the Classroom: The Impact of Project-Based Learning on Student Creativity Harianta Sembiring; Nofirman Nofirman; Fini Widya Fransiska; Wahju Dyah Laksmi Wardhani; Rina Farah
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i5.2513

Abstract

The growing demand for 21st-century skills underscores the importance of nurturing students’ creativity through educational practices that promote divergent thinking. This study investigates the impact of Project-Based Learning (PBL) on fostering divergent thinking and creative performance among high school students. The research aims to analyze how the integration of PBL facilitates idea fluency, flexibility, originality, and elaboration in learners’ creative processes. A quasi-experimental design was employed, involving two groups of students: one receiving traditional instruction and the other exposed to PBL interventions across four project cycles. Data were collected using a validated creativity assessment rubric and analyzed through descriptive and inferential statistics (ANOVA). The findings reveal a significant improvement in divergent thinking indicators among students taught through PBL, particularly in their ability to generate multiple and original ideas. Qualitative observations also highlight that collaborative project environments enhanced motivation, self-expression, and problem-solving capacities. The study concludes that PBL serves as an effective pedagogical framework for cultivating creative and divergent thinking skills essential for innovation-driven learning. Implications emphasize the need for curriculum designers and educators to embed authentic, project-based tasks within classroom instruction.
Enhancing Young Learners’ English Vocabulary Mastery Through Animal Quest Gamification Tiara Noviarini; Mark Philip Castillo Paderan; Zohri Hamdani; Fini Widya Fransiska; Dhafiya Fitriani
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18045

Abstract

English language acquisition is indispensable for cultivating communication competencies and fostering intercultural understanding from an early stage. However, Indonesian elementary students frequently encounter difficulties in vocabulary mastery due to repetitive instructional approaches and a deficiency of engaging, visual media tailored to young learners’ concrete learning styles. This research examines the efficacy of the gamified media, Animal Quest, in enhancing students’ English vocabulary. Employing a quantitative quasi-experimental methodology, forty first-grade students at SD Negeri 5 Pringsewu Barat were divided into an experimental group and a control group. Data were collected through pre-tests and post-tests and subsequently analyzed using SPSS 25.0 with paired and independent t-tests. The findings reveal a statistically significant improvement within the experimental group, which demonstrated a higher mean post-test score (87.05) compared to the control group (70.20). These results imply that gamification via Animal Quest effectively enhances vocabulary acquisition, engagement, and motivation among young learners. Furthermore, the study underscores that gamified storytelling media can serve as a valuable instructional innovation within primary English education, aligning with the objectives of the Merdeka Belajar curriculum and encouraging educators to adopt more interactive, student-centered pedagogical practices.
Sharia Students’ Perspectives on Qur’an Recitation and Its English Translation as A Disciplinary Measure for Tardiness Dian Pratiwi; Fini Widya Fransiska; Haryono Haryono; Syukron Maghfuri
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1967

Abstract

This study aims to explore the perspectives of Sharia Economic Law students on the practice of Qur’an recitation and its English translation as a disciplinary measure for classroom tardiness. The policy, implemented by an Islamic higher education institution, adopts an educational approach grounded in religious values to instill discipline while enhancing Qur’anic literacy and students’ English proficiency. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews and observations involving students who had undergone the disciplinary action. The findings reveal that most students view the policy as a constructive form of guidance aligned with Sharia principles. They believe the practice contributes positively to improving discipline, strengthening spiritual awareness, and enhancing foreign language comprehension. However, some students expressed concerns regarding its psychological impact and questioned its effectiveness as a sanction. The study recommends periodic evaluations of the policy to ensure its implementation remains consistent with the principles of justice, Islamic values, and a humanistic educational approach.
Beyond Automated Feedback: An AI-Assisted Pedagogical Framework for Academic Writing in EFL Contexts Tiara Noviarini; Mark Philip Castillo Paderan; Fini Widya Fransiska; Zohri Hamdani; Musiman Musiman
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.111002

Abstract

Academic writing is a fundamental competence for students of English Education programs, yet many EFL students continue to experience persistent difficulties in organizing ideas, maintaining coherence, revising drafts, and applying academic conventions. At the same time, the increasing use of artificial intelligence (AI) tools in writing has raised pedagogical and ethical concerns due to their largely unstructured use. This study aims to develop a pedagogically grounded framework for integrating AI into academic writing instruction in an EFL teacher education context. The study employed a Research and Development approach with a design-based research orientation. Data were collected through a needs analysis questionnaire administered to students, semi-structured interviews with lecturers, and document analysis of academic writing tasks. The proposed framework was evaluated through expert validation and a limited practicality test involving lecturers and students. The results of the needs analysis indicate that students require structured guidance across all stages of the writing process, particularly in revision and formative feedback. Expert validation results demonstrate that the developed framework is pedagogically feasible, conceptually clear, and contextually relevant to EFL academic writing instruction. In addition, the practicality test shows that the framework is perceived as applicable and supportive of both student autonomy and lecturer guidance. This study does not measure learning effectiveness but provides a validated pedagogical design for responsible AI integration. It is recommended that lecturers adopt structured AI-guided writing frameworks to support formative feedback and that future research examine the effectiveness of the framework through experimental or longitudinal studies.
Effectiveness of the Cooperative Learning Method in English Subjects in Higher Education Jola S Kalangi; Nurhikmah Nurhikmah; Suyadi Suyadi; Rinovian Rais; Fini Widya Fransiska
International Journal of Language and Ubiquitous Learning Vol. 2 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i1.769

Abstract

Background. Cooperative learning methods have become the main focus in efforts to improve learning outcomes at the tertiary level, especially in English subjects. Its use is believed to provide a more dynamic and interactive learning environment, enabling students to develop English language skills holistically. Purpose. This research aims to explore the effectiveness of cooperative learning methods in English language subjects at universities, with a focus on speaking, listening, and understand English. Method. This research uses a quantitative approach with an experimental research design. Two groups of students consisting of the experimental group (applying the cooperative learning method) and the control group (applying the conventional method) were given speaking, listening and understanding English ability tests before and after the learning intervention. Results. Data analysis showed that the cooperative learning method had a significant improve students' speaking, listening and understanding English skills in higher education. The average score of the experimental group on tests of speaking, listening and understanding English was significantly higher than that of the control group. Conclusion. In the context of English subjects in higher education, cooperative learning methods have proven to be effective in improving student learning outcomes. Their use can enrich learning experiences, increase social interactions, and prepare students for success in an increasingly connected global environment. It is hoped that further support and application of this method can strengthen the quality of English language learning in higher education.
Influence of Digital Literacy, Learning Media, Student Engagement, and Self-Efficacy on English Reading Comprehension Eka Melati; Ajwan Muddin; Fini Widya Fransiska; Muhalida Zia Ibhar
International Education Trend Issue Vol. 4 No. 2 (2026): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v4i2.1580

Abstract

This study aims to examine the influence of digital literacy, learning media, student engagement, and self-efficacy on English reading comprehension in the context of digital learning. A quantitative research approach with an explanatory design was employed, involving a sample of 200 students selected through purposive sampling. Data were collected using a structured questionnaire measured on a five-point Likert scale and analyzed using multiple regression analysis. The results reveal that digital literacy, learning media, student engagement, and self-efficacy all have positive and significant effects on English reading comprehension. Among these variables, self-efficacy emerged as the strongest predictor, followed by digital literacy, student engagement, and learning media. The model demonstrates strong explanatory power, indicating that these variables collectively contribute substantially to students’ reading comprehension performance. The findings highlight the importance of integrating technological competencies, effective instructional media, active student participation, and psychological factors in enhancing reading outcomes. This study provides practical implications for educators to design more interactive, technology-integrated, and student-centered learning environments that foster both skills and confidence in reading English texts.
Co-Authors Afriani, Gusma Ajwan Muddin Akhmad Haqiqi Ma'mun Ali Muhdi Aslan Bastian Sugandi Bayu Grendo Sigarete Bella Puspita Hati Desfita Eka Putri Dhafiya Fitriani Dian Lestari Dian Pratiwi Dian Pratiwi Echa Dian Anggraini Eka Melati Eka Sartika Esa Pratama Putra Esa Pratama Putra Esa Pratama Putra Fitria Meisarah Hairiyanto Harianta Sembiring Haryono Haryono Hutauruk Hutauruk Jola S Kalangi Krisnawati, Nova Laila Mahmudah Liza Husnita Maisuhetni Maisuhetni Mark Philip Castillo Paderan Mark Philip Castillo Paderan Mokodenseho, Sabil Mokodompit, Ayudia Muflihah Muflihah Muflihah Muhalida Zia Ibhar Musiman, Musiman Nofirman, Nofirman Nova Krisnawati Novianto, Roby Nurhikmah Nurhikmah Nuril Huda Purnama, Yulian Putri, Dwi Megista Rahmi Firdausi Rina Farah Rinda Riztya Rinovian Rais salamah salamah Salwa Sofia F Rahmani Subekti, Reni Tri Suyadi Suyadi Syukron Maghfuri Tabilantang, Boby Hidayat Tiara Noviarini, Tiara Wahju Dyah Laksmi Wardhani Weka Kusumastiti Yudiyantoro Yudiyantoro Zohri Hamdani Zohri Hamdani, Zohri Zuhad Ahmad