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All Journal Al Ishlah Jurnal Pendidikan Eklektik : Jurnal Pendidikan Ekonomi dan Kewirausahaan Journal of English Education and Teaching (JEET) Abdi Dosen : Jurnal Pengabdian Pada Masyarakat E-Link Journal Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP SALEE: Study of Applied Linguistics and English Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP English Learning Innovation (englie) International Journal of Education and Teaching Zone Studies in English Language and Education Lokomotif Abdimas: Jurnal Pengabdian kepada Masyarakat PPSDP International Journal of Education JR-ELT (Journal of Research in English Language Teaching) Edukasi PAEDAGOGIE
Pratama, Aryawira
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Persepsi Mahasiswa Non Bahasa Pada Mata Kuliah Bahasa Inggris Berbasis Digital Learning pratama, aryawira
Jurnal Edukasi Vol 13 No 2 (2025): EDUKASI
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Indragiri (UNISI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/judek.v13i2.3331

Abstract

Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa terhadap pembelajaran bahasa Inggris berbasis digital di Fakultas Tarbiyah dan Keguruan UIN Sulthan Thaha Saifuddin Jambi, khususnya pada Program Studi Tadris Matematika dan Pendidikan Guru Madrasah Ibtidaiyah (PGMI). Penelitian ini menggunakan metode campuran (mix method) dengan desain survei kuantitatif dan wawancara kualitatif. Sebanyak 100 responden (40 mahasiswa Tadris Matematika dan 60 mahasiswa PGMI) mengisi kuesioner yang dibagi menjadi dua subtopik, yaitu experience dan benefit, sedangkan dua mahasiswa dipilih sebagai partisipan wawancara mendalam. Data kuantitatif dianalisis menggunakan skala Likert dan indeks persepsi, sedangkan data kualitatif dianalisis melalui triangulasi antara hasil wawancara, observasi, dan survei. Hasil penelitian menunjukkan bahwa persepsi mahasiswa terhadap pembelajaran bahasa Inggris berbasis digital berada pada kategori sangat positif dengan indeks 82,4%, yang menandakan pembelajaran digital dinilai efektif, fleksibel, dan menyenangkan. Mahasiswa merasa lebih termotivasi, mandiri, dan percaya diri dalam menggunakan bahasa Inggris. Penelitian ini menyimpulkan bahwa pembelajaran digital memberikan kontribusi penting terhadap peningkatan kompetensi dan motivasi belajar mahasiswa non-bahasa di lingkungan pendidikan Islam
A Systematic Review of Artificial Intelligence in Enhancing English Foreign Learners’ Writing Skill Pratama, Aryawira; Sulistiyo, Urip
PPSDP International Journal of Education Vol. 3 No. 2 (2024): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v3i2.299

Abstract

This systematic review examines the impact of Artificial Intelligence (AI) on enhancing the writing skills of English foreign learners. It highlights how AI technologies, such as ChatGPT, provide immediate feedback on grammar, punctuation, and style, facilitating efficient revisions and fostering creativity through brainstorming and vocabulary suggestions. The review emphasizes personalized learning experiences by analyzing individual writing patterns, which allows for tailored resources that increase student engagement and motivation. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist, the study evaluates 22 peer-reviewed articles published in 2024, revealing that AI tools promote collaboration among students through peer feedback and shared projects, enhancing critical thinking and communication skills. Additionally, AI improves accessibility for learners with disabilities through features like text-to-speech and speech recognition. The findings suggest that as AI technology evolves, its integration into language education will significantly enhance teaching methodologies and learning outcomes. This research underscores the importance of adapting pedagogical practices to fully leverage AI’s potential in promoting effective language acquisition, particularly in writing, thereby providing valuable insights for future explorations of AI’s role in educational settings.
Gaya Kepemimpinan Guru dalam Mengajar Generasi Z Mata Pelajaran Bahasa Inggris di Sekolah Islami dan Nonislami di Provinsi Jambi Armida, Armida; Pratama, Aryawira; Firmansyah, Dedi Wahyu
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16108

Abstract

Teacher leadership style plays a crucial role in determining the success of English language learning, particularly in teaching Generation Z students, who are characterized by their digital, critical, and dynamic nature. However, the implementation of teacher leadership styles often faces different challenges in school contexts with diverse religious backgrounds. This study aims to identify dominant and effective teacher leadership styles in English language learning and analyze the challenges and mitigation strategies implemented by teachers in Islamic and non-Islamic schools in Jambi Province. The main problem of this research lies in the lack of in-depth exploration of teacher leadership practices in addressing the learning needs of Generation Z in the context of multicultural and multireligious education. This research uses a qualitative approach with a case study design. Data were collected through semi-structured interviews and classroom observations, then analyzed using thematic analysis. The results show that transformational, instructional, and ethical leadership styles are the most dominant and effective styles applied by teachers. These leadership styles have a positive impact on the motivation, engagement, and learning climate of Generation Z students. In conclusion, adaptive and value-based teacher leadership is the key to successful English language learning in schools with diverse religious backgrounds.
The Effect of Gamification in Learning English for Non Language Majority Class at University Level: Solomon Study Pratama, Aryawira; Hadiyanto; Haryanto, Eddy; Wulandari, Bunga Ayu
International Journal of Education and Teaching Zone Vol. 5 No. 1 (2026): February 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i1.623

Abstract

Gamification is increasingly used in higher education to enhance student motivation, engagement, and learning outcomes. However, its impact on specific English skills for non-language majors, particularly in STEM, remains under-researched, especially considering pre-test sensitization effects. This study examines the effect of Kahoot!-based gamification on English grammar, reading comprehension, and vocabulary acquisition among mathematics education students. A Solomon Three-Group design was employed: Group 1 (experimental) – pretest, treatment, posttest; Group 2 (control 1) – pretest, no treatment, posttest; Group 3 (control 2) – no pretest, treatment, posttest. Data were collected via pre- and post-tests, with analysis using paired-sample t-tests for within-group changes and ANOVA for between-group comparisons. Results showed significant improvement in the experimental group (p = 0.008). ANOVA indicated no significant difference between the experimental and control 1 groups, but significant differences emerged between the experimental and control 2 groups, as well as between the two control groups, highlighting the influence of pre-testing on gamification effectiveness. Cohen’s d = 0.42 suggests a modest effect. Overall, the study provides evidence that gamification can enhance English learning outcomes among non-language majors, particularly when combined with initial assessment to guide targeted interventions.
Co-Authors Abadi, Ayuliamita Amalia Nurhasanah Andriani, Reni Angraini, Desti Armida Armida Daryani, Lilis Dika, Dedi Sastra Eddy Haryanto Eliza Trimadona Fauzan Sulman Firmansyah, Dedi Wahyu Fitria Wahyuni Hadiyanto Mahmudah, Khotimah Mesalina, Juliana Monalisa Monalisa Nirwana, Iin Puputri, Puputri Putimasurai, Putimasurai Putri , Regita Riani Putri, Rahmadani Riady, Yasir Rosmiati Rosmiati Rozal, Edi Sadria, Ade Sakunti, Sri Ramdayeni Santri, Diah Dwi Sari, Mesita Sastra Sumardi, Mayang Saumardi, Mayang Sastra Shynta Amalia Siregar, Suryana Sulistiyo, Urip Sumardi, Mayang Sastra Tartila Tartila Wulandari, Bunga Ayu Yundi Fitrah Zuhriyah, Latifatul Zurnelli, Netti