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All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme JURNAL PENDIDIKAN DASAR FLOBAMORATA Indonesian Journal of Education Methods Development Warta LPM Academic Journal Research International Journal Multidisciplinary Journal of Social Comunity Services
Zulikhatin Nuroh, Ermawati
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Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Social Sciences Other

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The Effectiveness of Canvas Media-Based Mind Mapping Model on Learning Poetry Writing Skills of Elementary School Students Mezzaluna Safro, Rizatul; Zulikhatin Nuroh, Ermawati
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 5 No 2 (2023): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v5i2.3038

Abstract

The purpose of this study is to determine the effectiveness of the Canva-assisted Mind Mapping learning model in writing poetry for fifth-grade students in the Muhammadiyah 5 Porong Elementary School 2022/2023 academic year. The research method used was quantitative. This research was a pre-experimental design with a one-group pretest-posttest design model. The population of this study was all students in Class V at SD Muhammadiyah 5 Porong, totaling 22 students. The sample in this study is saturated because the total population is less than 30, that is, 22 students. Data were collected from primary and secondary sources. The primary data are in the form of poetry-writing test results in the form of pre-test and post-test according to the selected sample, while the secondary data in this study are in the form of documentation in the form of photos and data on the number of samples. The data collection technique in this study was a poetry-writing test in the form of a pre-test, post-test, and documentation. The data analysis techniques used were the normality test, homogeneity test, t-test, and N-gain test. The results showed that the mind-mapping learning model is effective for application in the poetry-writing skills of fifth-grade students at SD Muhammadiyah 5 Porong. This is proven by 90% of the N-gain value in the mind mapping model. The inferential test on the independent sample test is known to be Sig (2-tailed) with a value of 0.000. The output data shows that HO is rejected, whereas Ha is accepted. It is concluded that the hypothesis test shows that there are differences in the results of the pre-test and post-test of the mind mapping model in learning poetry-writing skills.
ANALISIS KESULITAN MEMBACA PERMULAAN PADA SISWA KELAS V SDN SIDOHARJO 02 GEDEG MOJOKERTO Vemnatisisyah, Molik; Zulikhatin Nuroh, Ermawati
Jurnal Pendidikan Dasar Flobamorata Vol. 5 No. 3 (2024): Jurnal Pendidikan Dasar Flobamorata
Publisher : Program Studi Pendidikan Guru Sekolah Dasar-Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/jpdf.v5i3.1145

Abstract

Penelitian ini bertujuan untuk menganalisis kesulitan membaca permulaan dan mengetahui faktor penghambat yang mempengaruhi kesulitan membaca permulaan. Penelitian ini menggunakan metode kualilatif dengan jenis penelitian penelitian studi kasus yang datanya diperoleh dari wawancara, observasi dan dokumentasi. Selanjunya data dianalisis melalui tahapan reduksi data,penyajian data,dan verifikasi atau penarikan kesimpulan. Keabsahan data dilakukan dengan triangulasi. Subjek dalam penelitian ini merupakan siswa kelas V di SDN Sidoharjo 02,Gedeg,Mojokerto. Hasil penelitian menunjukkan bahwa terdapat siswa mengalami kesulitan dalam membaca permulaan yang meliputi sulit dalam membaca kata dengan menghilangkan atau menambahkan huruf dalam kata agar dapat dibaca.kesulitan dalam penggunaan dan pelafalan beberapa huruf diftong dan digraf,serta ketidakmampuan dalam membaca secara lancar atau terbata-bata. Pada kesulitan yang dialami,terdapat faktor yang menjadi penghambat siswa dalam mengembangkan kemampuan membaca permulaan. Yang pertama adalah faktor internal. Faktor ini mengarah pada penghambat yang terdapat pada masing-masing siswa yaitu kurangnya minat membaca,rasa malas saat hendak belajar,dan sering merasa bosan ketika memasuki jam pembelajaran. Faktor yang kedua adalah faktor eksernal. Faktor ini terdapat pada dua lingkungan yakni keluarga dan sekolah. Pada lingkungan keluarga kurarngnya perhatian dan motivasi yang diberikan oleh orangtua kepada siswa sebagai anaknya. Pada lingkungan sekolah kurangnya inovasi,metode pembelajaran yang inovasi dan kreatif,sehingga siswa merasa bosan ketika mengulang pembelajarannya terus-menerus.
THE SCRABBLE GAME AS LEARNING MEDIA IN STUDENTS' READING OF ELEMENTARY SCHOOL: SCRABBLE GAME SEBAGAI MEDIA PEMBELAJARAN DALAM MEMBACA PERMULAAN PESERTA DIDIK SEKOLAH DASAR Liansari, Vevy; Zulikhatin Nuroh, Ermawati
Academic Journal Research Vol. 1 No. 1 (2023): Academic Journal Research
Publisher : Antis Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/acjoure.v1i1.22

Abstract

In language, reading ability is an important basis in the learning process. Moreover, the ability to read must be mastered by every student. The implementation of offline learning after the Covid 19 pandemic, many students in elementary school especially lower grades were able to sound out letters even though they did not understand the text they were reading. Students had lack of ability to read and difficult to understand for them to receive learning material. Then, it is necessary to utilize technology which has developed rapidly every day in learning process. By bringing up new innovations regarding the Scrabble game learning media in elementary school students’ reading, this research aims to motivate the reading process of elementary school students. This game can motivate students to read vocabulary with concrete objects related to their daily life, including the environment around them. This research uses the Multimedia Development Life Cycle (MDLC) method. The results of this research show that students obtained a score of 91% (Very Good), class teachers 94% (Very Good), and 96% (Very Good) from teachers in the Computer Science Technology subject. It is proven from the results of obtaining these scores that the Scrabble game can be used as a reading support material for elementary school students.
DOES EXPERIENTIAL DIGITAL STORYTELLING HELP PRE-SERVICE TEACHERS LEARN DIGITAL LITERACIES IN INDONESIA? Zulikhatin Nuroh, Ermawati; Liansari, Vevy
International Journal Multidisciplinary (IJMI) Vol. 1 No. 4 (2024): International Journal Multidisciplinary (IJMI)
Publisher : Antis-Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ijmi.v1i4.268

Abstract

Objective: This study aims to document the practices of preservice English teachers (PSETs) in integrating digital storytelling (DST) during their teaching practicum. It seeks to identify challenges, opportunities, and the pedagogical knowledge required to utilize DST effectively in English language teaching. Method: The study involved three preservice English teachers who implemented DST projects in three public secondary schools in Indonesia. Data collection was conducted through observation and interviews. The data were analyzed using thematic content analysis to explore technical, pedagogical, and practical aspects of DST integration. Results: The findings highlight three key areas: (1) Technical challenges associated with software design and use, (2) Opportunities and challenges in utilizing DST as a teaching partner, (3) The pedagogical content knowledge necessary for effective DST integration. The results suggest that equipping preservice teachers with DST knowledge and providing scaffolding can enhance the effectiveness of teaching practices. Novelty: This study contributes to the limited body of research on integrating DST in English language teaching in the Indonesian context. It emphasizes the need for further studies to evaluate the impact of English teacher education on learning outcomes and recommends developing educational programs that focus on DST.
FRIENDLY CHILD ENGLISH LEARNING MATERIAL TRAINING FOR ELEMENTARY SCHOOL TEACHERS Zulikhatin Nuroh, Ermawati; Liansari , Vevy
Journal of Social Comunity Services Vol. 2 No. 1 (2025): Journal of Social Comunity Services
Publisher : Antis-publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jscs.v2i1.243

Abstract

Objective: This study aims to address the challenges faced by English teachers at SDN Kedung Kendo, Candi-Sidoarjo, especially in relation to their qualifications and teaching practices. Specifically, the objective is to improve the quality of English education by developing self-teaching materials that are suitable for elementary school students, incorporating elements of Child-Friendly School (CFS) principles. Method: The research employs activity-based training for English teachers in the Primary School group, with a focus on creating engaging and suitable self-teaching materials. Teachers are guided on how to design and print these materials as textbooks. These activities are intended to enhance the teachers' ability to deliver content that caters to students' interests and learning characteristics, while also addressing the lack of media such as songs and videos. Results: The results indicate that the teachers were able to create effective teaching materials that were both engaging and aligned with the needs of their students. These materials, which combine the principles of the CFS program, have been successfully integrated into the teaching process. As a result, English lessons became more interactive and diverse, incorporating vocabulary and speaking exercises that were previously difficult to teach. Novelty: This study introduces a novel approach to overcoming the limitations of teacher qualifications and resources in rural schools. By empowering teachers to develop their own teaching materials and print them as textbooks, this approach enhances the overall learning experience, making it more aligned with the educational needs of students and the goals of the CFS program.
IMPLEMENTASI APLIKASI PADLET BAGI MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR (PGSD) UNIVERSITAS MUHAMMADIYAH SIDOARJO: IMPLEMENTASI APLIKASI PADLET BAGI MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR (PGSD) UNIVERSITAS MUHAMMADIYAH SIDOARJO Liansari, Vevy; Zulikhatin Nuroh, Ermawati
Journal of Social Comunity Services Vol. 1 No. 2 (2024): Journal of Social Comunity Services (JSCS)
Publisher : Antis-publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jscs.v1i2.119

Abstract

Pembelajaran Bahasa Inggris bagi mahasiswa PGSD semester 1 di Universitas Muhammadiyah Sidoarjo (Umsida) masih menggunakan metode konvensional yaitu dengan menggunakan ceramah dan soal latihan manual. Di era teknologi saat ini, pembelajaran menggunakan aplikasi diperlukan sesuai dengan perkembangan zaman agar pembelajaran Bahasa Inggris terasa lebih menyenangkan bagi mahasiswa semester 1. Nyatanya, menggunakan aplikasi di gadget akan lebih menyenangkan dibandingkan belajar di kelas konvensional. Oleh karena itu, implementasi aplikasi padlet pada pembelajaran Bahasa inggris dapat meningkatkan hasil belajar mahasiswa melalui pembelajaran tidak langsung. Menurut survei, sebanyak 60% mahasiswa PGSD semester 1 di Umsida pasif dalam aktifitas pembelajaran Bahasa Inggris karena tidak pernah berkomunikasi aktif berbahasa Inggris. Tujuan dari kegiatan ini adalah untuk menerapkan pembelajaran berbahasa Inggris yang lebih praktis melalui aplikasi padlet ketika menyampaikan materi. Metode yang digunakan dalam implementasi aplikasi padlet merupakan metode deskripsi kualitatif dengan mengambil sampel mahasiswa PGSD semester 1 di Umsida sebanyak 25 mahasiswa dari kelas B. Implementasi pembelajaran Bahasa Inggris menggunakan aplikasi padlet dilakukan dengan memberikan pengetahuan kepada mahasiswa dan memperkenalkan cara penggunaan aplikasi padlet. Hasil yang diperoleh dari implemetasi aplikasi padlet ini adalah mahasiswa menggunakan aplikasi padlet secara praktis dalam pembelajaran Bahasa Inggris.
Digital Storytelling Training for Senior High School English Teachers Agustina, Sheila; Megawati, Fika; Zulikhatin Nuroh, Ermawati; Zaki Dzulfikar, Ahmad; Putri Syalwa, Nadliyah
Warta LPM WARTA LPM, Vol. 28, No. 2, July 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/warta.v28i2.10554

Abstract

This article reports on a community service program aimed at enhancing English teachers' creativity and digital literacy through the integration of digital storytelling. Conducted in collaboration with MGMP Sidoarjo, the program involved 51 senior high school English teachers who participated in a hands-on workshop using Canva to create digital storytelling materials aligned with their instructional goals. The study employed a mixed-methods approach, combining observation, surveys, and qualitative feedback to evaluate teacher engagement, product quality, and classroom implementation. Findings indicate a notable improvement in teachers' confidence and competence in utilizing digital tools, with all participants successfully producing at least one digital storytelling product. Although time constraints limited full implementation in some classrooms, student responses were overwhelmingly positive, citing increased motivation and engagement due to the visually rich content. Teachers also reflected positively on the training's impact, highlighting its practical value in modernizing English language instruction. The program underscores the importance of supporting teacher development through creative and technology-enhanced pedagogical strategies. It is recommended that schools foster a culture of innovation and that MGMP sustain the momentum through long-term mentoring and experimentation with varied digital learning media in response to evolving educational demands.
Digital Storytelling for Vocational Students’ Speaking and Writing Skills Palupi, Elvina Anggraeni Retno; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i1.918

Abstract

General background: The rapid advancement of technology has transformed educational practices, providing new opportunities for integrating digital media into language learning. Specific background: Despite its growing use, the role of digital storytelling in fostering students’ speaking and writing skills in vocational education remains underexplored. Knowledge gap: Previous studies have highlighted digital tools in language learning, yet limited evidence exists on how vocational high school students perceive and experience digital storytelling as a medium for English learning. Aims: This study investigates tenth-grade vocational students’ perspectives on using digital storytelling to develop speaking and writing skills. Results: Data collected through interviews, video analysis, and observation revealed that digital storytelling fosters creativity, improves fluency in oral communication, enriches vocabulary, and strengthens writing competence. Students also reported increased confidence and readiness to integrate digital media into their learning practices. Novelty: Unlike prior research that employed multiple complex tools, this study demonstrates the practical use of accessible applications (Canva and CapCut) for creating effective storytelling media. Implications: Findings suggest that digital storytelling can serve as a practical and motivating pedagogical approach for enhancing vocational students’ literacy skills while preparing them for technology-oriented learning environments. Highlights: Explores vocational students’ perspectives on digital storytelling in English learning. Shows improved speaking and writing skills through creative multimedia use. Demonstrates practical application of simple tools (Canva, CapCut) in education. Keywords: Digital Storytelling, Vocational Education, Speaking Skills, Writing Skills, Language Learning
Teachers’ Perception on Using Digital Storytelling in English Learning Widiyanti, Amelia Kusuma; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.927

Abstract

General background: The rapid growth of digital technology has transformed education, creating opportunities for integrating interactive media into classroom learning. Specific background: One promising approach is Digital Storytelling, which combines narrative with multimedia elements such as text, images, audio, and video, particularly useful in language learning. Knowledge gap: While many studies have examined the benefits of Digital Storytelling for students, limited attention has been given to teachers’ perspectives in secondary school contexts. Aims: This study explores teachers’ perceptions of implementing Digital Storytelling in junior high school English classes. Results: Findings from qualitative descriptive research with a grade nine teacher reveal that Digital Storytelling increases teachers’ confidence in using technology, supports students’ writing skill development, and encourages creative and imaginative thinking. Novelty: The study highlights how teachers not only perceive Digital Storytelling as a pedagogical tool but also as a catalyst for fostering 21st-century competencies in the classroom. Implications: These insights suggest that integrating Digital Storytelling in English instruction can strengthen teachers’ pedagogical practices and provide students with more engaging, creative, and technologically adaptive learning experiences. Highlights: Reveals teachers’ perspective on Digital Storytelling in English classrooms. Shows its role in building students’ writing and creativity. Provides insights into integrating technology with pedagogy. Keywords: Digital Storytelling, Teachers’ Perception, Junior High School, English, Writing Skills
Digital Flipbook Media Improves Writing Skills in Primary Schools: Media Buku Elektronik Interaktif Meningkatkan Keterampilan Menulis di Sekolah Dasar Fitriya, Lailil; ZULIKHATIN NUROH, ERMAWATI
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.936

Abstract

General background: Writing skill is a fundamental literacy competence that supports students’ ability to communicate effectively and develop critical thinking. Specific background: However, elementary school students often face challenges in organizing ideas, using proper grammar, and maintaining consistency in writing, which hinders their overall performance. Knowledge gap: Previous studies have highlighted the role of media in learning, yet there is limited evidence on the use of digital flipbook media to improve writing skills at the primary level. Aims: This study aims to examine the role of digital flipbook media in improving the writing skills of fourth-grade students at SD Negeri Wunut 1. Results: Using a pre-experimental one-group pretest-posttest design with 35 participants, the findings showed a significant improvement in students’ writing skills, indicated by the paired sample t-test (Sig. = 0.000 < 0.05). Novelty: The integration of interactive flipbook media provided not only engaging visuals but also strengthened students’ motivation and creativity in writing. Implications: These results suggest that digital flipbook media can serve as an effective alternative in elementary education, fostering both literacy development and digital literacy in the classroom. Highlights Digital flipbook significantly improves elementary students’ writing skills. Interactive media fosters motivation and creativity in literacy learning. Study supports digital-based innovation in primary school education. Keywords: Writing Skills; Digital Flipbook; Elementary Education; Literacy; Innovation
Co-Authors Agustina, Sheila Fika Megawati Fitriya, Lailil Indahyati, Silvia Liansari , Vevy Madinah, Wardhatul Mezzaluna Safro, Rizatul Palupi, Elvina Anggraeni Retno Putri Syalwa, Nadliyah Rizmayannudin, Faradya Vemnatisisyah, Molik Vevy Liansari Widiyanti, Amelia Kusuma Zaki Dzulfikar, Ahmad