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Eliza Eliza
Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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AI in Lesson Planning: Roles, Challenges, and Teachers' Perceptions in Junior High School English Teaching Cantika Atma Triannisa; Absharini Kardena; Syahrul Syahrul; Eliza Eliza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Abstract

Artificial Intelligence (AI) has increasingly become part of teachers' instructional practice, yet the specific roles AI plays in lesson planning, the challenges teachers face when using it, and how teachers perceive its usefulness and ease of use remain underexplored among junior high school English teachers in Indonesia. This study explored these three issues among three English teachers at SMPN 1 Bukittinggi, drawing on a synthesized framework of AI's roles in lesson planning, Ertmer's (1999) first and second order barriers, and the Technology Acceptance Model (Davis, 1989). A qualitative case study design was employed because it allowed an in-depth exploration of AI use within its real and bounded context rather than testing predetermined variables across a large sample. Data were collected through semi-structured interviews and document analysis of the teachers' AI chat histories over approximately two and a half months, then analyzed using Braun and Clarke's (2006) six-phase thematic analysis, producing 84 coded excerpts grouped into 11 codes and six overarching themes. The findings showed that AI performed four interrelated roles, namely idea generator, structural scaffolder, content refiner, and reflective partner, with teachers consistently treating AI's suggestions as proposals rather than final answers. The challenges encountered included platform-imposed limitations, informal training, and largely unformalized institutional support, alongside individual confidence and data privacy concerns. Teachers' perceptions of usefulness and ease of use were generally positive, though shaped by each teacher's own threshold of what counted as genuinely beneficial. The study concludes that AI has become a meaningful support in lesson planning that remains firmly mediated by the teacher's own professional judgment.
An Analysis of English Content Exposure Through Digital Media Towards Students’ Vocabulary Mastery at MTsN 12 Agam Aisya Aisya; Reflinda Reflinda; Veni Roza; Eliza Eliza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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The integration of digital media in English learning has provided students with greater opportunities to encounter English vocabulary through meaningful and contextual materials. However, limited studies have explored how English digital content exposure is implemented in classroom practices and its role in supporting students’ vocabulary mastery. Therefore, this study aimed to investigate the implementation of English digital content exposure and its role in students’ vocabulary mastery. This study employed a descriptive qualitative design at MTsN 12 Agam, West Sumatra, Indonesia. The participants consisted of an English teacher and selected students. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that English digital content exposure was implemented through systematic learning stages involving the selection of appropriate digital materials, teacher guidance, and follow-up vocabulary activities. Furthermore, English digital content played a significant role in providing contextual vocabulary exposure, supporting students’ vocabulary understanding, and increasing their engagement in vocabulary learning. The study concludes that the effectiveness of digital content depends on meaningful integration and teacher mediation during the learning process.
The Implementation of Flashcard Media in Teaching Vocabulary at SDN 02 Muaropaiti Egri Syifa Amory; Syahrul Syahrul; Eliza Eliza; Elsy Amiza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Vocabulary mastery is one of the fundamental aspects of English language learning, particularly for elementary school students. However, many young learners experience difficulties in understanding, remembering, and pronouncing English vocabulary. Therefore, teachers need instructional media that can facilitate vocabulary learning while maintaining students’ motivation and participation. This study aims to describe the implementation of flashcard media in teaching vocabulary at SDN 02 Muaropaiti and to explore students’ responses toward its use. This research employed a qualitative descriptive approach. Data were obtained through preliminary observations, interviews with the English teacher and students, and documentation. The findings revealed that flashcards were implemented through vocabulary introduction, pronunciation practice, matching activities, guessing games, and evaluation sessions. Students demonstrated positive responses toward flashcard-based learning because the visual images helped them understand and remember vocabulary more effectively. The findings also showed that larger and clearer flashcards increased students’ motivation and participation in classroom activities. Furthermore, flashcards contributed to vocabulary retention and classroom interaction. Nevertheless, some challenges were identified, including pronunciation difficulties and differences in students’ learning preferences. The study concludes that flashcards are effective instructional media for supporting vocabulary learning among elementary school students and creating a more interactive learning environment.
Exploring 7th-Grade Students' Learning Readiness in English Classrooms at SMP Negeri 4 Payakumbuh Indah Lavenia Putri; Febria Sri Artika; Eliza Eliza; Widya Syafitri; Loli Safitri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Learning readiness is an important factor influencing students’ participation and success in English learning. This study aims to analyze the dimensions of students’ learning readiness in English at the seventh grade of SMP Negeri 4 Payakumbuh. This research employed a qualitative descriptive design involving students of class VII.7 as the participants. Data were collected through classroom observations and semi-structured interviews and analyzed through data reduction, data display, and conclusion drawing. The study focused on four dimensions of learning readiness: physical, emotional, experiential, and knowledge readiness. The findings showed that physical readiness was generally adequate, as most students were able to attend class, prepare learning materials, and follow classroom instructions. However, health status was a weaker aspect because several students appeared tired and less focused during learning activities. Emotional readiness varied, particularly in anxiety and risk-taking behavior. Some students were confident in answering questions and participating in speaking activities, while others hesitated or avoided responding because they were afraid of making mistakes. Experiential readiness was supported by students’ previous exposure to English through songs, movies, social media, and other learning experiences, although the extent of such experiences differed. Knowledge readiness showed differences in students’ prior knowledge and ability to understand English materials. Students with more prior knowledge tended to participate and respond more easily, while those with limited knowledge needed additional explanation and guidance. Overall, the findings indicate that learning readiness is a dynamic and multidimensional condition that influences students’ participation and understanding in English learning.
Analisis Validitas Butir Soal pada Asesmen Sumatif Bahasa Inggris Kelas VII di SMPN 4 Bukittinggi Nurul Fadila; Eliza Eliza; Lena Sastri; Veni Roza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Content validity is an essential aspect of classroom assessment because it determines the extent to which test items represent the intended learning objectives and instructional content. In the implementation of the Merdeka Curriculum, summative assessments are expected to accurately measure students' achievement based on the Tujuan Pembelajaran. However, preliminary observations at SMPN 4 Bukittinggi indicated that several English summative test items assessed materials that had not been taught and were not systematically developed using a test blueprint. Therefore, this study aimed to analyze the content validity of the English summative test administered to Grade VII students by examining the alignment between the test items and the intended learning objectives. This study employed a descriptive qualitative research design using document analysis. The data consisted of 50 multiple-choice summative test items, which were analyzed using a content validity checklist adapted from Haladyna and Rodriguez (2013). The checklist evaluated four criteria: content relevance, objective clarity, content coverage, and language appropriateness. The findings revealed that 43 out of 50 test items (86%) were aligned with the learning objectives, while seven items (14%) were classified as not aligned. Among the four evaluation criteria, language appropriateness achieved the highest percentage (100%), followed by objective clarity (98%), content coverage (86%), and content relevance (84%). The misaligned items primarily assessed competencies scheduled for Semester II rather than Semester I, reducing the representativeness of the assessment. The findings indicate that the English summative test generally demonstrated a high level of content validity; however, improvements in content relevance and content coverage are still necessary to achieve complete alignment with the curriculum. The study recommends the use of a test blueprint and systematic alignment analysis to improve the quality and validity of classroom assessments.
The Effect of Using Summarizing Strategy Towards Students' Reading Comprehension Ivandra Fauzi; Eliza Eliza; Syahrul Syahrul; Irwandi Irwandi
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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The ability to comprehend written texts represents a crucial component in acquiring a foreign language; however, many learners at SMAN 1 Canduang still encounter challenges when interpreting and understanding reading materials. Preliminary observations indicated that the average reading scores of students in classes XII F1 and XII F2 were 63 and 67, respectively, suggesting that the instructional approaches commonly employed in the classroom had not sufficiently supported students' comprehension skills. The present research was conducted to examine the impact of summarization strategies on learners' reading comprehension development, particularly when dealing with narrative texts. A quasi-experimental design was employed involving a population of 44 twelfth-grade students, of whom 32 completed both the pre-test and post-test and were selected as the research sample. The participants were divided equally into an experimental group and a control group, with 16 students in each class. Data were collected using a validated and reliable reading comprehension test administered before and after the instructional treatment. The obtained data were statistically examined through paired-samples and independent-samples t-test analyses to determine the progress occurring within each group and to identify variations between the two groups. The findings revealed that students who learned through the summarizing strategy demonstrated greater improvement in reading comprehension than those taught through conventional instruction. The mean achievement of the experimental group showed an increase from 69.13 in the initial assessment to 81.00 in the final assessment, while the control group experienced an improvement from 58.69 to 68.19. These findings demonstrate that the implementation of the summarization strategy produces a statistically significant positive influence on students' reading comprehension abilities. Therefore, integrating summarizing activities into English reading instruction is recommended as an effective approach to promoting deeper text comprehension and more active student engagement in senior high school classrooms.
Pemanfaatan Smartboard sebagai Media Pembelajaran Agama pada Kegiatan MABIT dan Didikan Subuh Nur Syariah Manalu; Eliza Eliza
TadrisReach: Journal of Educational Service Vol. 2 No. 1 (2026): Maret 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/tadrisreach.v2i1.2566

Abstract

Advances in digital technology have driven the use of interactive learning media to enhance the effectiveness of learning activities, including in community-based religious education. However, the implementation of digital media in Faith and Piety Development Nights (MABIT) and Dawn Education programs at mosques has not yet been optimal, so lectures still dominate the delivery of educational content. This situation has resulted in suboptimal congregant participation and religious material that is not presented in a visual and interactive manner. Based on initial observations during the Community Service Program (KKN) at Nurul Hikmah Mosque, Jorong Padang Koto Gadang, Nagari Salareh Aia Utara, Palembayan Subdistrict, Agam Regency, West Sumatra Province, this community service program aims to implement smartboards as a tool for religious education during MABIT and Subuh Education sessions. The activities were carried out through participatory mentoring, including needs assessment, development of teaching materials, preparation of smartboard equipment, implementation of multimedia-based learning, and evaluation through participatory observation and documentation. The target audience consisted of approximately 70 participants in the MABIT and Didikan Subuh programs. The results of the activity show that the use of smartboards enhances participant engagement, encourages more active discussions and Q&A sessions, and facilitates the delivery of religious material through more engaging visual and audio presentations. This activity contributes a model for implementing smartboards as a mosque-based religious learning medium that can be adapted to similar religious education programs, thereby supporting the use of appropriate technology in community education. Thus, smartboards serve as an effective alternative learning medium to improve the quality of religious education in MABIT and Didikan Subuh programs.
Membangun Generasi Cinta Al-Qur'an melalui Pendampingan Mengaji bagi Santri TPQ di Jorong Koto Gadang Aini Hayatul Putri; Eliza Eliza
TadrisReach: Journal of Educational Service Vol. 2 No. 4 (2026): Desember 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/tadrisreach.v2i4.4070

Abstract

Taman Pendidikan Al-Qur'an memiliki peran penting dalam mengembangkan kemampuan membaca, kebiasaan religius, dan kedekatan emosional anak terhadap Al-Qur'an. Di Jorong Koto Gadang, Kenagarian Salareh Aia Utara, perbedaan tingkat kemampuan santri dan terbatasnya kesempatan koreksi individual menunjukkan perlunya pendampingan belajar yang lebih terstruktur. Kegiatan pengabdian ini bertujuan mendukung proses belajar mengaji sekaligus menghadirkan pengalaman belajar positif yang dapat menumbuhkan kecintaan santri terhadap Al-Qur'an. Program dilaksanakan pada 6 Juni 2026 melalui pendampingan edukatif partisipatif di TPQ setempat. Tahapannya meliputi observasi awal, koordinasi dengan pengajar, pengelompokan berdasarkan bahan bacaan, pemberian contoh bacaan, latihan terbimbing, koreksi individual, dukungan teman sebaya, dan refleksi penutup. Data diperoleh melalui observasi langsung, dialog informal, catatan lapangan, serta dokumentasi foto, kemudian dianalisis secara deskriptif. Hasil kegiatan menunjukkan perubahan proses yang dapat diamati berupa pembelajaran yang lebih tertata, kesempatan membaca bergiliran, keberanian membaca di hadapan pendamping, dan tersedianya umpan balik langsung terhadap pelafalan serta ketepatan bacaan. Pendampingan juga membangun suasana aman sehingga perbedaan kemampuan tidak menjadi sumber rasa malu. Karena kegiatan tidak menggunakan pre-test dan post-test terstandar, artikel ini membatasi hasil pada temuan kualitatif selama pelaksanaan dan tidak mengklaim peningkatan kemampuan secara kuantitatif. Kontribusi program ialah model pendampingan sederhana yang dapat direplikasi melalui pengelompokan, keteladanan bacaan, latihan terbimbing, penguatan motivasi, serta tindak lanjut bersama pengajar TPQ dan keluarga.
Penguatan Generasi Qur’ani melalui Program NCHBM dan MTQ di Nagari Salareh Aia Utara Amal Hayati; Eliza Eliza
TadrisReach: Journal of Educational Service Vol. 2 No. 4 (2026): Desember 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/tadrisreach.v2i4.4885

Abstract

Abstract: The development of Qur'anic generations at the nagari level often remains limited to annual ceremonial activities that are not yet connected to a continuous training system, parental support, and simple evaluation. This creates a gap in understanding how local programs can be integrated with Musabaqah Tilawatil Qur'an (MTQ) so that they do not merely function as short-lived events. This community service activity aims to describe and examine the implementation of the NCHBM program and mosque-based Musabaqah Tilawatil Qur'an (MTQ) in Nagari Salareh Aia Utara in strengthening children's Qur'anic competencies and character, while also identifying supporting and inhibiting factors and formulating directions for sustainability. The approach used was descriptive-participatory, with KKN students accompanying the community through the stages of coordination, mentoring, activity facilitation, participatory observation, and reflection on two photographic records of the activities. The target participants were children involved in Qur'anic development activities and the competition, supported by mentors, families, organizing committees, and residents in the mosque community of Nagari Salareh Aia Utara. The findings were interpreted qualitatively without claiming the use of experimental measurements or longitudinal data as evaluation instruments. The results show that the mosque functions as a shared public learning space, where Qur'anic development and competition mutually reinforce each other, fostering children's confidence in performing, discipline, and intergenerational connectedness. Meanwhile, awards are understood as recognition of effort rather than merely recognition of victory. The contribution of this activity lies in integrating the local program name, NCHBM, with the MTQ platform into a low-cost, community-owned model of community empowerment that strengthens—rather than replaces—the role of Qur'anic teachers and families in developing Qur'anic character. The activity concludes that sustaining this contribution requires regular training, continuous involvement of parents and local mentors, as well as simple and structured evaluation of both children's Qur'anic recitation and character-related habits.
Fokus Persiapan Musabaqah Tilawatil Qur’an di Nagari Salareh Aia Utara, Jorong Padang Tarok Rilla Bakhtiar Risma; Eliza Eliza
TadrisReach: Journal of Educational Service Vol. 2 No. 4 (2026): Desember 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/tadrisreach.v2i4.5693

Abstract

This community service article describes a mentoring program focused on preparing young participants for the Musabaqah Tilawatil Qur’an (MTQ) in Salareh Aia Utara Nagari, Padang Tarok Jorong, Palembayan District, Agam Regency. The program was designed to strengthen reading fluency, tajwid accuracy, vocal confidence, adab, and readiness to perform in a community religious event. The approach combined initial observation, coordination with local religious leaders, group guidance, direct practice, correction through talaqqi, simulation, and reflective evaluation. The participants practiced selected competition branches in the mosque environment with support from students, local mentors, and community members. The documentation shows that the activity created an orderly learning atmosphere, encouraged children to practice in groups, and connected technical preparation with the social values of cooperation and Qur’anic appreciation. The main contribution of this program is a simple, locally adaptable preparation model that treats MTQ not only as a competition but also as a medium for building regular Qur’an learning habits. The activity is expected to support sustainable coaching through scheduled practice, mentor collaboration, and community monitoring.
Co-Authors Absharini Kardena Aini Hayatul Putri Aisya Aisya Amal Hayati Cantika Atma Triannisa Egri Syifa Amory Elsy Amiza Febria Sri Artika Indah Lavenia Putri Irwandi Irwandi Ivandra Fauzi Lena Sastri Loli Safitri Nur Syariah Manalu Nurul Fadila Reflinda Reflinda Rilla Bakhtiar Risma Syahrul Veni Roza Widya Syafitri