Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Al Ishlah Jurnal Pendidikan Journal of Multidisciplinary Sustainability Asean
Al Malikul Ikhwanda Putra
Universitas Dumai
Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Effectiveness of a Critical Literacy Model to Improve Students’ Critical Literacy Skills Diyah Ayu Rizqiani; Sri Yuliani; Roziah Roziah; Al Malikul Ikhwanda Putra
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5139

Abstract

In the current era of media saturation, the emphasis on teaching reading is on cultivating students' critical literacy abilities. This enables them to examine the specific social and political biases conveyed by an author and form a critical perspective on the topics addressed in a text. The objective of this study is to evaluate the efficacy of a critical literacy model in enhancing students' critical literacy abilities during English as a Foreign Language (EFL) Reading classes. A quantitative analytic method was employed for experimental study. The study was conducted in the English Language Education Study Program at a private university situated in Yogyakarta. There were 20 students in the sampling. The individuals in question were students in their fifth semester who enroll in the Critical Reading Class during the Odd Semester of the Academic Year 2022/2023. The data were acquired through the methods of observation, questionnaire administration, interviews, and reading assessments. The study's findings showed that the model was effective, as evidenced by the results of the independent T test indicate a statistically significant difference, with a significance level (two-tailed) below 0.05. In addition, the scores of the pre-test and post-tests in the experimental class surpassed those in the control class. The experimental group demonstrated a substantial improvement in their post-test score, achieving a gain of 3.64 points. In summary, the implementation of the critical literacy framework yielded significant improvements in students' critical literacy skills across various dimensions, including precision, coherence, profundity, analysis, and the identification of latent implications.
Analysis of the Effectiveness of AI-Based Chatbot as a Learning Assistant for Students with Visual Learning Style Eni Rakhmawati; Al Malikul Ikhwanda Putra; Al Shakib Ahmed
Journal of Multidisciplinary Sustainability Asean Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijmsa.v2i2.2249

Abstract

Background. The background of this research is based on the development of AI-based learning technology that opens up opportunities to create a more personalized and adaptive learning experience. Students with visual learning styles often do not get maximum support in conventional learning methods, so a technological approach that suits their characteristics is needed. Purpose. The purpose of this study is to analyze the effectiveness of AI-based chatbots as learning assistants for students with visual learning styles, both in terms of improving learning outcomes and students' perception of the learning experience provided by chatbots. Method. The method used was quasi-experimental with a pretest-posttest control group design. The study population consisted of junior high school students with a dominant visual learning style. The research instruments include learning outcome tests and perception questionnaires. Data analysis was carried out using statistical tests and case studies. Results. The results of the study showed a significant improvement in the learning outcomes of students who used AI-based chatbots. Students also responded positively to the chatbot's visual features, especially in terms of information clarity, attractive appearance, and interface interactivity. Case studies reinforce quantitative data through more meaningful learning experience narratives. Conclusion. The conclusion of this study is that AI-based chatbots are effective as learning assistants for students with visual learning styles and have great potential to be integrated into more inclusive and adaptive digital learning systems.
Co-Authors Al Shakib Ahmed Diyah Ayu Rizqiani Eni Rakhmawati Roziah Roziah Yuliani, Sri