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Family role in preserving Javanese culture, values, and language: The challenges in the globalization 4.0 era Nita Maghfiratul Jannah; Kurnia Lestari; Gregorius Jhonathan; Murni Sekar Pinilih; Ari Nurhayati; Margana Margana
Jurnal Penelitian Humaniora Vol 28, No 1 (2023)
Publisher : LPPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v1i1.59144

Along with the rise of the impact of globalization 4.0 that blurs the boundaries between countries and competition at the world level, many indigenous cultures have been pushed aside. Many families consider other cultures to be more advanced and educate children in contemporary culture that does not reflect their cultural identity. Efforts to preserve the nation's original culture need to be carried out from the family level. This quantitative study was aimed at determining factors influencing children's language development and the role of the family and the challenges in the effort of preserving Javanese culture, values, and languages in the globalization 4.0 era. The population of the study was the family whose kid around 3-12 years old domicile in Central Java and Yogyakarta. In total 94 samples were chosen using a random purposive method. The data were gathered using questionnaires then analyzed using a descriptive quantitative method. The result of the study shows that family roles impact children's acquisition of Javanese. Environment, language level or social strata in language, media, and parental inability are the most common reasons why Javanese is considered difficult. This article also suggests solutions and gives other related data to support this study

The Important Role of Principal in Academic Supervision to Improve Teacher Competency in Society 5.0 Era Sukmara, Ganda; Yuliana, Lia; Retnowati, Endah; Jannah, Nita Maghfiratul
Cendekia: Kependidikan dan Kemasyarakatan Vol 21 No 2 (2023)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v21i2.6926

This research analyzes theories and strategies for increasing teacher competency through academic supervision. This research used a qualitative literature review method. The collected articles were selected using purposive sampling, resulting in 120 relevant books and articles. The document findings were then analyzed and sorted into three main topics: educational supervision, teacher competency, and the era of society 5.0. After grouping the data based on the themes above, 10 articles and books were found on topics related to educational supervision, 10 articles and books on teacher competency, and 5 on the era of society 5.0. The research results show that school (madrasah) principals must have expertise and seriousness in supervising educational institutions, especially academic supervision, which aims to improve teacher competence. Academic supervision involves planning, implementation, and evaluation with the principles of objectivity and continuous improvement. With this research, it is hoped that it can be used as a model for effective academic supervision by school principals and teachers in the information technology era.

Pedagogical potential of immersive technology for English speaking learning Jannah, Nita Maghfiratul; Afrezah, Novela Nur; Margana, Margana
Diksi Vol. 31 No. 2: DIKSI (SEPTEMBER 2023)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v31i2.59666

The use of immersive technology as a technological future digital multimodal in English learning has emerged in a new era of cybergogy. By optimizing various senses, student center learning, and autonomous learning strategy, effective learning is believed to improve significantly. Therefore, this article aimed to discuss the pedagogical potential of immersive technology in implementing English language learning, mainly speaking skills. By adapting this technology, not only cognitive skills are obtained, but also social skills can develop properly. Technology that promotes students' learning centers and accommodates various learning styles helps educators deal with problems in class. Various kinds of advantages and disadvantages of immersive technology are presented in this article. To take various benefits offered by the innovation of metaverse learning media, readiness in management and facilities need to be prepared for is explained. It recommends the concepts applied in schools to find out the dynamics of the main concepts needed in implementing digital multimodal in English-speaking learning.

Think pair share as an effort to foster students' literacy awareness and individual accountability character Jannah, Nita Maghfiratul; Fitriani, Fitriani; Herbyanti, Neneng; Indrawan, Adam; Pratiwi, Dwiyani; Jamilah, Jamilah; Handayani, Sri
Jurnal Pendidikan Karakter VOL 14, NO 2 (2023)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v14i2.62480

Cooperative learning is the use of small groups for education in which students collaborate to optimize their own and each other's learning. Cooperative learning has been used to solve many problems both cognitive and social inability. There are many obstacles that may occur in the process of students learning to work together, including a lack of literacy awareness and individual accountability. This study was aimed at improving students' literacy awareness and individual accountability and at the same time improving s English writing ability. This action research was carried out in one of junior high school in Yogyakarta in English subject particularly using recount text material. The sample was chosen using random sampling technique. There were 31 students participated in this study. The data were gathered using interview, survey, test and documentation. The data gained then were analyzed both qualitatively and quantitatively. The findings show that Think Pair Share is significantly improve students' cognitive ability, the English writing ability. However, the results of the t-test analysis did not reflect a significant increase in student literacy awareness and individual accountability. The increase occurred in the atmosphere of the learning process where there was a reduction in students with smartphone dependency in learning outside of learning interests and the tendency of students to try to find online learning resources through electronic dictionaries, unfortunately this impact was not significant enough to be seen significantly from quantitative data.

The Important Role of Principal in Academic Supervision to Improve Teacher Competency in Society 5.0 Era Sukmara, Ganda; Yuliana, Lia; Retnowati, Endah; Jannah, Nita Maghfiratul
Cendekia: Kependidikan dan Kemasyarakatan Vol 21 No 2 (2023)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v21i2.6926

This research analyzes theories and strategies for increasing teacher competency through academic supervision. This research used a qualitative literature review method. The collected articles were selected using purposive sampling, resulting in 120 relevant books and articles. The document findings were then analyzed and sorted into three main topics: educational supervision, teacher competency, and the era of society 5.0. After grouping the data based on the themes above, 10 articles and books were found on topics related to educational supervision, 10 articles and books on teacher competency, and 5 on the era of society 5.0. The research results show that school (madrasah) principals must have expertise and seriousness in supervising educational institutions, especially academic supervision, which aims to improve teacher competence. Academic supervision involves planning, implementation, and evaluation with the principles of objectivity and continuous improvement. With this research, it is hoped that it can be used as a model for effective academic supervision by school principals and teachers in the information technology era.

The use of besmart to improve students' self-discipline in community economy course Baroroh, Kiromim; Prilanita, Yeni Nur; Nurseto, Tejo; Jannah, Nita Maghfiratul
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol 7, No 2 (2023)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v7i2.58822

The use of e-learning applications in learning needs to consider the potential for improving students' character. This classroom action research was aimed at investigating the use of Besmart e-learning in improving the students' self-discipline in the Community Economy course. The participants of this research were 108 students majoring in Management at the Faculty of Economics, Universitas Negeri Yogyakarta. This study was based on the model by Kemmis and McTaggart, which comprises steps of planning, implementing/acting, observing and evaluating, analyzing, and reflecting. This study was classroom action research. The data were collected in two cycles of the model through questionnaires, observations, interviews, and system monitoring. This study employed triangulation techniques of data source and method to ensure the data validity. The findings show that using e-learning can improve the students' self-discipline. The students' self-discipline was reflected in self-learning materials, participation in the discussion forums, and submitting the assignments. Besmart is not only a learning medium but can also increase student self-discipline and participation in learning. The success factor in this research is not only the learning media but also the skills of lecturers and students to optimize the use of this media.

Factors Influencing English Teachers’ Literacy in Assessment for Learning Sukarno; Nur Hidayanto Pancoro Setyo Putro; Ihtiara Fitrianingsih; Satrio Aji Pramono; Nita Maghfiratul Jannah; Yasir A. Alsamiri; Fadhl Mohammed Awadh Gharamah
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2249

Background:This research explores the factors influencing Assessment for Learning (AfL) literacy among senior high school English teachers in Yogyakarta, Indonesia, drawing on Alonzo's (2016) comprehensive six-dimensional framework. Examining AfL from a sociocultural viewpoint reveals the multifaceted roles of instructors as assessors, pedagogists, student partners, motivators, learners, and stakeholders (Gipps, 1999; Lave & Wenger, 1991). The expertise of teachers in assessment for learning significantly influences the quality of feedback, reflection, and educational outcomes, making assessment literacy essential for effective teaching.Methodology:This quantitative study employed a validated AfL literacy survey, derived from Alonzo (2016), and was administered to 250 English instructors within the Senior High School English Teacher Working Group in Yogyakarta. We employed Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) to investigate the dimensions of AfL literacy and to examine the influence of gender, education, experience, and institutional support on it.Findings:The results showed that educational attainment, teaching experience, and institutional support had a considerable impact on teachers' AfL literacy, while gender did not have a significant effect. Educators with Master’s degrees and over ten years of teaching experience demonstrated enhanced literacy in assessment for learning, particularly in the roles of assessors, pedagogists, and partners with students. Support from the institution enhanced teachers' confidence and sustained their engagement in assessment for learning practices.Conclusion:Transforming conceptual understanding into effective classroom practice requires continuous professional development, support from the school, and regular reflection on practices.Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.

Repositioning legal logic in the civic education curriculum to build critical citizens Yayuk Hidayah; Meiwatizal Trihastuti; Nita Maghfiratul Jannah
Education of Law Journal Vol. 1 No. 2 (2025): Education of Law Journal
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edulaw.v1i2.2270

Rapid socio-political change and the spread of disinformation demand that Citizenship Education move beyond the rote memorisation of legal norms and instead foster citizens who are capable of critical legal reasoning. This article proposes the repositioning of legal logic as a key epistemic framework within the Citizenship Education curriculum so that learners do not only know what the law states, but also understand why and how law operates in practice. Using a juridical-normative approach combined with qualitative content analysis of curriculum documents, textbooks, and teaching guidelines, this study examines the extent to which dimensions of legal logic—such as deductive–inductive reasoning, juridical argumentation, the distinction between legality and legitimacy, and the assessment of justice in legal norms—are integrated into teaching and learning processes. The findings indicate that the curriculum and learning materials remain dominated by a descriptive-dogmatic approach that positions law as a fixed text rather than as a field of public rationality open to argumentative debate. The proposed repositioning involves a shift from normative pedagogy to critical-argumentative pedagogy by incorporating case analysis exercises, mock trials, and constitutional debates grounded in legal logic into students’ learning experiences. Theoretically, this article strengthens the bridge between legal theory and citizenship education theory, while practically it offers recommendations for curriculum developers, teachers, and education policymakers to design learning that cultivates citizens who are critical, reflective, and responsible both legally and ethically.

Assessing materials development: An expert evaluation of instructional materials developed by pre-service English teachers Sukarno Sukarno; Sari Hidayati; Ihtiara Fitrianingsih; Dewi Nur Widiyati; Shabrina Yumna Azhra; Megan Jinabe; Fitriya Dessi Wulandari; Herwin Dyastuti; Kauna Karima; Adivta Yudha Tama; Nita Maghfiratul Jannah; Fadhl Mohammed Awadh Gharamah; Yasir A. Alsamiri
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.14997

The ability of pre-service English teachers to create high-quality, contextually appropriate instructional materials is a critical component of effective pedagogy. This study provides a quantitative and analytical assessment of their proficiency in instructional design. By evaluating 28 material packages developed by pre-service teachers, this study identifies their strengths and remaining challenges in implementing modern pedagogical principles. A panel of ten subject experts evaluated the materials using a validated rubric assessing curriculum alignment, relevance, higher-order thinking skills (HOTS), and 21st-century skills. The results revealed variation in design competencies, with pre-service teachers performing best in foundational areas such as curriculum alignment (mean score 7.875) and pedagogy (mean scores for Suitability and 21st-century skills were 7.679 and 7.357, respectively). However, the study also found challenges in applying advanced pedagogical concepts, such as HOTS, Industry 4.0, and Society 5.0, with mean scores of 7.000, 7.000, and 6.964, respectively. These findings suggest an area for further strengthening in teacher education programs, particularly in supporting the integration of complex, abstract concepts like HOTS and contemporary pedagogical frameworks. Without sufficient preparation in these areas, pre-service teachers may find it challenging to apply these concepts effectively in their instructional practice.

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