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PENGELOLAAN TURNITIN DI FITK UIN MALANG: KAJIAN ATAS EFEKTIVITAS PENERAPAN SCANNING TUGAS AKHIR UNTUK MENCEGAH PLAGIARISME Benny Afwadzi; Adam Malik; Husniyya Safira Salsabiila; Nurul Izhan Pepridel Yulanda
Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ARJMPI Vol 2, No 1, November 2022
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/rosikhun.v2i1.17683

This article discusses the effectiveness of Turnitin scanning at the Faculty of Tarbiyah and Teacher Training at UIN Maulana Malik Ibrahim Malang which was carried out at the Research and Academic Writing Center (Pusat Penelitian dan Academic Writing, PPAW) on student proposals and thesis. The existence of Turnitin scanning itself is due to seeing the phenomenon of plagiarism among students which until now has been included in the category of concern, so efforts are needed to prevent the negative behavior in the world of education. This article is the result of research that uses a qualitative approach, which is carried out by analyzing the data from Turnitin proposals and thesis for FITK students at PPAW. With purposive sampling method, there are three sample study programs, namely Islamic Religious Education (PAI), Islamic Education Teacher Education (PGMI), and Social Science Education (PIPS). The data analysis in this study uses Miles and Huberman's data analysis techniques, namely data reduction, data presentation, and drawing conclusions. There are two conclusions, first, the Turnitin scanning process at PPAW begins with sending proposals and student thesis through the google form that has been provided previously. When getting the similarity results as determined, the student will be sent a plagiarism-free certificate. However, if they fail, the student will be given information regarding this and sent a scan of Turnitin as revision material. The process from start to finish takes 1-5 working days. For students who fail, the submission of new revisions can be done after seven days. Second, it can be concluded in general that Turnitin scanning in PPAW is effective in tackling plagiarism among students, even though there are various delinquency committed by them, namely reducing or adding letters, changing into images, using inappropriate direct quotations, deleting parts that have high similarity, and sending revisions that are not in accordance with a predetermined schedule. Finally, to be more effective, this study recommends several further policies, namely sending in word form with a few exceptions for pages with image formats, examining all files and changing the color to black, making Turnitin scanned files as manuscripts for proposal seminars and munaqasyah, and lastly, providing training on how to write good scientific papers.

Pengelolaan Turnitin Di FITK UIN Malang: Kajian Atas Efektivitas Penerapan Scanning Tugas Akhir Untuk Mencegah Plagiarisme Afwadzi, Benny; Malik, Adam; Salsabiila, Husniyya Safira; Yulanda, Nurul Izhan Pepridel
Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ARJMPI Vol 2, No 1, Desember 2022
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/rosikhun.v2i1.17683

This article discusses the effectiveness of Turnitin scanning at the Faculty of Tarbiyah and Teacher Training at UIN Maulana Malik Ibrahim Malang which was carried out at the Research and Academic Writing Center (Pusat Penelitian dan Academic Writing, PPAW) on student proposals and thesis. The existence of Turnitin scanning itself is due to seeing the phenomenon of plagiarism among students which until now has been included in the category of concern, so efforts are needed to prevent the negative behavior in the world of education. This article is the result of research that uses a qualitative approach, which is carried out by analyzing the data from Turnitin proposals and thesis for FITK students at PPAW. With purposive sampling method, there are three sample study programs, namely Islamic Religious Education (PAI), Islamic Education Teacher Education (PGMI), and Social Science Education (PIPS). The data analysis in this study uses Miles and Huberman's data analysis techniques, namely data reduction, data presentation, and drawing conclusions. There are two conclusions, first, the Turnitin scanning process at PPAW begins with sending proposals and student thesis through the google form that has been provided previously. When getting the similarity results as determined, the student will be sent a plagiarism-free certificate. However, if they fail, the student will be given information regarding this and sent a scan of Turnitin as revision material. The process from start to finish takes 1-5 working days. For students who fail, the submission of new revisions can be done after seven days. Second, it can be concluded in general that Turnitin scanning in PPAW is effective in tackling plagiarism among students, even though there are various delinquency committed by them, namely reducing or adding letters, changing into images, using inappropriate direct quotations, deleting parts that have high similarity, and sending revisions that are not in accordance with a predetermined schedule. Finally, to be more effective, this study recommends several further policies, namely sending in word form with a few exceptions for pages with image formats, examining all files and changing the color to black, making Turnitin scanned files as manuscripts for proposal seminars and munaqasyah, and lastly, providing training on how to write good scientific papers.

Penerapan Media Wayang Nusantara dalam Proses Pembelajaran Bahasa Indonesia Kelas 5 di SDI Surya Buana Nurul Izhan Pepridel Yulanda
Jurnal Ilmiah Madrasah Vol 1, No 3 (2024): JIMAD: Jurnal Ilmiah Madrasah
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.1886/jimad.v1i3.26251

Penelitian ini bertujuan mengetahui 1) perencanaan; 2) pelaksanaan; 3) evaluasi; 4) faktor pendukung; dan 5) faktor penghambat penggunaan media Wayang Nusantara untuk meningkatkan semangat belajar siswa dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kualitatif. Subjek penelitian adalah siswa kelas V. Teknik pengumpulan data dilakukan melalui wawancara, observasi dan dokumentasi. Prosedur analisis data adalah reduksi data, sajian data serta penarikan simpulan dan verifikasi. Hasil penelitian menunjukkan bahwa: 1) Perencanaan pembelajaran dilakukan oleh guru dengan mempersiapkan sejumlah kebutuhan siswa dengan memperhatikan bentuk tujuan pembelajaran, mengidentifikasi kebutuhan belajar, dan membuat rencana pembelajaran; 2) Pelaksanaan pembelajaran keterampilan menyimak dikemas dengan menggunakan media Wayang Nusantara, siswa secara berkelompok membuat cerita dengan memanfaatkan media Wayang Nusantara; 3) Evaluasi pembelajaran dilakukan dengan memberikan penguasaan materi pembelajaran terhadap setiap awal pertemuan yang bertujuan untuk mengetahui pemahaman dan wawasan siswa terhadap materi yang sedang dan sudah disampaikan, selanjutnya disesuaikan dengan kebutuhan; 4) faktor pendukung meliputi media pembelajaran, siswa, guru; 5) faktor penghambat yaitu waktu yang dibutuhkan lama

Strategi Deep Learning Berbasis Kontekstual untuk Meningkatkan Kecerdasan Praktis dalam Pembelajaran Matematika Yuliandari, Ria Norfika; Nurul Izhan Pepridel Yulanda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 In Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.28890

This study aims to examine contextual-based deep learning strategies for enhancing practical intelligence in mathematics learning. The study was conducted using a literature review method by analyzing various scientific publications related to mathematical foundations, latent context representation, and pedagogical implementation within deep learning-based instructional models. The findings reveal that deep learning possesses a strong mathematical foundation, including linear algebra, calculus, probability theory, and optimization, which are essential in developing intelligent learning models. The innovative representation of latent context contributes to adaptive learning that responds to the dynamic needs of learners. However, several limitations are identified within the pedagogical dimension, such as an imbalance in technology integration, weak application of learner-centered pedagogical principles, and a gap between mathematical models and educational needs that are contextual, personal, and humanistic. This study highlights that the effectiveness of deep learning implementation in education, particularly in mathematics learning, requires an integrative approach that combines the strength of mathematical foundations with pedagogical strategies that are contextual and transformative. The findings contribute significantly to the development of adaptive, reflective, and relevant learning models to address the challenges of 21st-century education.

AI and Digital Literacy in Language Education: A Systematic Review on Critical Thinking Development Iskandar, Zelvi; Yulanda, Nurul Izhan Pepridel; Dubey, Shibani Basu; Apriani, Eka
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/pyz75g90

Rapid advances in artificial intelligence (AI) have reshaped language education and raised new questions about how AI interacts with digital literacy and critical thinking development. This study presents a Systematic Literature Review (SLR) following PRISMA 2020, examining Scopus-indexed articles published between 2015–2025. A total of 58 records were identified, 44 were screened, and 14 full-text studies were included for qualitative thematic synthesis. The findings reveal that AI literacy, digital literacy, and critical thinking operate as an interdependent cognitive ecosystem in language learning: AI functions as a cognitive mediator that can stimulate analytical reasoning; digital literacy equips learners to navigate and evaluate multimodal information; and critical thinking serves as an epistemic and ethical filter for responsible meaning-making. Effective pedagogical strategies identified include AI-supported inquiry, reflective scaffolding, and project-based digital literacy tasks, with teachers and virtual communities of practice serving as ethical mediators and collaborative support structures. Key challenges—cognitive offloading, algorithmic bias, and digital divides—pose risks to learner autonomy and equitable learning outcomes. To bridge these issues, this review proposes the AI-Enhanced Critical Literacy Pedagogy (AICLP) model, offering an integrative framework that connects cognitive, reflective, and ethical dimensions for strengthening critical thinking in AI-mediated language education. The model provides theoretical grounding and practical guidance for curriculum design, teacher development, and education policy in the digital era.

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