Article Per Year (5 Year)
p-Index From 2020 - 2025
2.286
P-Index
This Author published in this journals
All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Lectura : Jurnal Pendidikan Journal of Education Technology GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Journal of Community Service and Empowerment Tamansiswa International Journal in Education and Science (TIJES) JEELS (Journal of English Education and Linguistics Studies) Jurnal Pemberdayaan Masyarakat International Journal of English Language and Pedagogy Assyfa Journal of Multidisciplinary Education Journey: Journal of English Language and Pedagogy
Asih, Ria Arista
Unknown Affiliation
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
Mentoring and training for early childhood education teachers in facing the challenges of the Covid-19 pandemic situation Sudiran, S.; Adityo, A.; Asih, Ria Arista
Journal of Community Service and Empowerment Vol. 4 No. 3 (2023): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v4i3.28324

Abstract

In Bandulan Village, Malang City, there are community of people dealing with the pandemic situation that need education for their children, but incapable to self-educate their children without the support of the teacher. This community service also aims to assist PAUD Mentari in providing free education to the children in local community. It is based on the phenomenon where teachers of this preschool face difficulties in carrying out common teaching practices concerning the pandemic of Covid-19. A community service team implement a series of professional development activities to enhance teachers’ skills in schooling management and crafting teaching media. The community service employs ADDIE approach. Outcomes of this professional development activities are in the forms of the PAUD Mentari teachers’ simple schooling management plan and crafted teaching media. These outcomes scaffold the implementation of effective early education schooling in a local community during this pandemic. The results of the Community Service showed that Early Childhood Mentari School teachers' readiness for distance learning during the Covid-19 Pandemic can be said to be good with educational standards facilities. During the pandemic, the PAUD Mentari school implemented a conducive learning model equipped with an online learning of Google Classroom application. Moreover, there are several aspects of the teaching and learning process at PAUD Mentari during the Covid-19 pandemic such as, distance learning, sharing learning materials digitally, support and communication with parents, creative learning activities, monitoring and evaluation, counseling and emotional support.
Investigating Students’ Metacognitive Awareness Inventory in Listening Comprehension Sinaga, Juwita Boneka; Eriyanti, Ribut Wahyu; Asih, Ria Arista
Lectura : Jurnal Pendidikan Vol. 15 No. 2 (2024): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v15i2.20978

Abstract

Understanding listening skills is vital in language learning, yet many students struggle with it, partly due to low metacognitive awareness. This research emphasizes the importance of metacognitive awareness in language learning, specifically in listening comprehension. Students often face challenges due to low metacognitive awareness, affecting their ability to plan, monitor, and evaluate listening strategies. The urgency of this study lies in enhancing listening skills through improved metacognitive training, which can aid in effective listening comprehension and overall academic performance. By identifying these areas of need, educators can better tailor teaching methods and curricula to foster more active and reflective listening in students, ultimately benefiting their language learning journey. This study aims to investigate the relationship between metacognitive awareness and listening comprehension among high school students. Conducted in two classes with a total of 39 students, the research employed a quantitative design using the “Metacognitive Awareness Inventory for Listening (MAIL)” and a “Listening Comprehension Test.” Data were analyzed using descriptive statistics and independent samples t-tests to compare scores between the two classes. Results indicated no significant differences in metacognitive awareness (p = 0.638) and listening comprehension (p = 0.431) between the two groups. These findings suggest that other contextual factors, beyond metacognitive awareness, may influence listening comprehension. Further research is recommended to explore these additional factors and their impact on students’ listening skills and metacognitive strategies in educational contexts.
Lecturers’ Perceptions on the Use of Metacognitive Strategies in Teaching Listening Putri, Aulia; Eriyanti, Ribut Wahyu; Asih, Ria Arista
Lectura : Jurnal Pendidikan Vol. 15 No. 2 (2024): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v15i2.21739

Abstract

Various strategies can be used for teaching listening. Some lecturers have applied metacognitive strategies in their teaching-learning process to help their students comprehend listening skills. This research aims to examine lecturers’ perceptions of how they use metacognitive strategies in teaching listening. Moreover, this research employed a qualitative methodology. The instrument used was an interview consisting of 7 questions related to how well the lecturers were familiar with metacognitive strategies and how they helped their students in using them in their listening class. Furthermore, the sampling technique used was purposive sampling with the targeted participants who had experience in teaching listening as lecturers. 13 lecturers participated in this research. Then, the data were thematically analyzed. The results showed that the lecturers—called participants thought that it was important to have before, during, and after listening activities to support students absorbed how to think about their thinking process. In addition, the result also found that all of the lecturers had not followed any specific training about how to apply metacognitive strategies in listening class. From the result of the research, it can be concluded that the lecturers think that metacognitive strategies can provide more assistance to students to enhance their listening skills.
Digital Game-Based Learning as a Strategy to Expand Vocational Students’ Vocabulary: A Mixed Methods Approach Abidah, Lailatul; Asih, Ria Arista; Estu Widodo
Journal of Education Technology Vol. 7 No. 3 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i3.64778

Abstract

The Digital Game-Based Learning (DGBL) strategy is widely recommended for digital-native learners to enrich their vocabulary. The purposes of this study was to evaluate the effectiveness of DGBL in expanding students’ vocabulary knowledge. A mixed methods approach was implemented. The quasi-experimental design involved an experimental group (taught with DGBL, N = 29) and a control group (trained with conventional vocabulary learning, N = 28). Each group was assigned a test before and following the intervention, consisting of 30 similar questions. IBM SPSS Statistics 26.0 has been employed to gauge the data collected, and utilized a paired sample t-test in conjunction with an independent sample t-test. The inspection exposed that, using DGBL affects students’ vocabulary learning development. The experimental group’s average score rose from 44.83 to 63.45. However, there was no discernible distinction between the two groups’ mean post-test results. The researchers analyzed three factors causing the insignificant results of the independent sample t-test: time constraints, poor internet connection, and both groups obtaining intentional vocabulary learning. Eight questions in the interview session were asked to the experimental group to explore their views about the DGBL and confirmed the unclear information that resulted in quantitative data. Interviewees agreed that DGBL can enrich vocabulary, increase learning motivation, and reduce boredom.
PENERAPAN DIFERENSIASI PEMBELAJARAN DALAM KURIKULUM MERDEKA DI SEKOLAH PENGGERAK Hidayati, Hidayati; Sri Wahyuni, Dian Eka Mayasari; Eriyanti, Ribut Wahyu; Asih, Ria Arista; Prof. Dr. M Pd, Fauzan
GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Vol 12, No 2 (2024): SEPTEMBER
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/geography.v12i2.24209

Abstract

Abstrak: Pembelajaran berdiferensiasi adalah pembelajaran yang mengakomodasi keberagaman peserta didik menurut kesiapan, minat, dan preferensi belajar. Pendidik harus mempersiapkan pembelajaran dengan serangkaian perlakuan dan aktivitas yang unik bagi setiap peserta didik ketika menerapkan pembelajaran berdiferensiasi. Mengetahui bagaimana pembelajaran berdiferensiasi diterapkan dalam kurikulum merdeka khususnya di sekolah penggerak menjadi tujuan dari penelitian ini. Penelitian ini menggunakan metodologi deskriptif kualitatif bahkan lebih cenderung menggunakan analisis. Temuan dari penelitian ini mendukung gagasan diferensiasi proses, yang lebih berfokus pada bagaimana pendidik mendorong peserta didiknya untuk berpartisipasi dalam pembelajaran mandiri dan aktivitas penemuan pengetahuan berdasarkan pengalaman belajar yang disajikan pendidik. Untuk membuat proses pembelajaran yang holistic dan menyenangkan, pendidik harus membuat pertanyaan pemantik, menyajikan konten yang menarik, dan memberikan pengalaman belajar selama proses pembelajaran berlangsung. Lingkungan belajar yang kondusif bagi siswa merupakan salah satu ciri pembelajaran yang berdiferensiasi. Siswa tidak perlu belajar hanya di dalam kelas; sebaliknya, mereka dapat belajar di luar kelas dengan memanfaatkan lingkungan sekitar sebaik-baiknya.Abstract:  According to each student's readiness, interests, and preferred method of learning, differentiated learning takes into account individual uniqueness. Differentiated learning requires teachers to set up a set of special interventions and activities for every pupil. This study seeks to understand how differentiated learning is applied in the autonomous curriculum, particularly in driving schools. This study employs a qualitative descriptive method that frequently use of analysis. The results of this study provide credence to the concept of process differentiation, which is centered more on how teachers promote their pupils' participation in self-directed learning and knowledge-building activities based on the experiences they have given them. Throughout the learning process, teachers should provide thought-provoking questions, offer engaging content, and facilitate learning experiences in order to establish a comprehensive and joyful learning environment. One feature of diversified learning is a setting that is favorable for pupils to study in. By making the most of their surroundings, pupils can study outside of the classroom in addition to in it.
TRANSFORMATIVE LEARNING THROUGH DISORIENTING DILEMMAS AND CRITICAL REFLECTION IN A MOVIE THE RON CLARK STORY Siahaan, Safnidar; Eriyanti, Ribut Wahyu; Asih, Ria Arista
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 1: June 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i1.9451

Abstract

This research investigates transformative learning theory using the biographical film The Ron Clark Story, which depicts an innovative teacher's experiences in an inner-city school. Jack Mezirow defines transformative learning theory as using jarring situations and critical reflection to catalyze dramatic perspective shifts. The study seeks to bridge the gap between academic concepts and their practical applications in educational contexts. The film was analyzed using a qualitative content analysis method, which included systematic data collecting and triangulation of primary and secondary sources. The findings highlight important unsettling challenges confronting Ron Clark, such as culture differences and student resistance, prompting critical reflection and transformative learning. Clark changes his teaching skills through reflective practices, incorporating culturally relevant methods such as rap in the classroom and making personal sacrifices to help his kids. This strategy creates a transformed classroom atmosphere, improving both teaching methods and student outcomes. The study indicates that The Ron Clark Story exemplifies the transforming impact of critical reflection in education. It emphasizes the value of resilience and adaptability in teaching and offers practical advice for educators looking to apply transformative learning practices. This study adds to the discussion about transformative learning by providing a tangible example of theoretical principles put into practice, with the goal of informing professional development programs and improving educational results.
The Impact of Driving Teachers on Pancasila Students and School Culture Prahastiwi, Eka Danik; Budiarti, Erna; Eriyanti, Ribut Wahyu; Asih, Ria Arista
Assyfa Journal of Multidisciplinary Education Vol. 1 No. 2 (2023): Assyfa Journal of Multidisciplinary Education (September)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v1i2.351

Abstract

This research explores the pivotal influence of the Teacher Activator program in developing the Pancasila Student Profile and enhancing school culture. Conducted over six months in five Jakarta elementary schools, the study uses a qualitative Classroom Action Research (CAR) approach. Data were collected through classroom observations, interviews with 15 teacher activators, 30 students, and five principals, and document analysis. The CAR method’s planning, action, observation, and reflection phases facilitated a structured analysis of Pancasila values integrated into educational activities. Results indicated a 25% improvement in students' understanding of Pancasila values. Despite insufficient facilities, teacher-led workshops and community support addressed these issues. Recommendations include improved teacher training on Pancasila values and better resources. This study highlights the Teacher Mobilization program’s success and suggests enhancements for broader educational impact in Indonesia. 
The Role of Metacognitive and Socio-Affective Strategies in Shaping Communicative Competence among EFL University Students Sinaga, Juwita Boneka; Eriyanti, Ribut Wahyu; Asih, Ria Arista; In'am, Akhsanul; Masduki, Masduki; Hartanto, Suryo; Tumacder, Jenny Rose O
Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i1.388

Abstract

In the context of English as a Foreign Language (EFL) education, communicative competence remains a crucial goal for higher education students. However, the roles of learning strategies—particularly metacognitive and socio-affective strategies in shaping communicative competence are still underexplored. This study aims to examine the predictive relationship between students’ use of metacognitive and socio-affective strategies and their overall communicative competence. Employing a quantitative approach with multiple regression analysis, data were collected from 120 EFL university students using standardized questionnaires. The findings revealed that socio-affective strategies significantly predicted students’ communicative competence, while metacognitive strategies did not demonstrate a significant effect. The results suggest that emotional regulation, interpersonal interaction, and social support are essential components in enhancing students’ ability to communicate effectively in English. This research contributes to applied linguistics and EFL pedagogy by emphasizing the importance of socio-affective dimensions in language learning and advocating for strategy-based instruction in classrooms. In terms of practical contribution, the study offers insights for language educators and curriculum developers to design more holistic and student-centered teaching strategies that promote not only linguistic knowledge but also emotional engagement and communicative confidence among students.
Unleashing EFL Learning in The Digital Age: Online Resources and Student Engagement Herdi; Fauzan, Fauzan; Asih, Ria Arista; Rizky, Ramanda
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3068

Abstract

When it comes to teaching and learning English, teachers and students face several challenges, particularly in terms of fatigue and uncertainty. As a result of this situation, English teachers must emphasize their concerns about using appropriate resources in English subjects in schools and colleges, such as using online learning resources to increase students' motivation to learn EFL. This present study is aimed at: (1) exploring the teaching materials, media, methods, strategies, teaching procedures/learning activities, and the assessments used in online learning resources to increase students’ motivation in EFL learning, and (2) investigating information in terms of students’ motivation documented with literature data serving as the primary source of information. While, the type of research was content analysis. The results show that through the use of relevant and engaging content, combined with technology-based tools and a student-centered approach, a dynamic learning environment is created. Therefore, the adaptability of assessments and learning activities to students' needs further supports their language development, fostering motivation and achievement in English language learning. Overall, a holistic approach that integrates these elements proves to be highly effective in promoting English proficiency through online resources.
The Implementation of Differentiated Learning on Early Islamic Kindergarten in Lamongan, Indonesia Chasanah, Uswatun; Syaifuddin, Mohammad; Asih, Ria Arista
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.20204

Abstract

This research aims to explore the planning, implementation, and assessment of differentiated learning for early Islamic kindergartens in Lamongan, Indonesia. The research method used is qualitative descriptive, with data collection through interviews, observations, and documentation. The results show that the planning of differentiated learning involves collaboration between the school principal and teachers, taking into account the interests, talents, and developmental levels of the children. The implementation of differentiated learning has been proven effective in increasing children's engagement and motivation, utilizing various teaching methods tailored to each child's learning style. Assessments are conducted continuously using anecdotal records, checklists, and work that reflect an authentic assessment approach. These findings suggest that differentiated learning not only motivates children's learning but also fosters an inclusive learning environment that supports the holistic development of young children. This research is expected to serve as a reference for the development of differentiated learning models in the context of early childhood education.
Co-Authors Abidah, Lailatul Adityo, A. Aulia Putri Djoko Widodo Dwi Wahyuningtyas Eka Danik Prahastiwi Endriana, Fathika Eriyanti , Ribut Wahyu Erna Budiarti Estu Widodo Fauzan . Herdi Hidayati Hidayati In’am, Akhsanul Juwita Boneka Sinaga Mafruudloh, Naajihah Masduki Masduki Masduki Mohammad Syaifuddin Nurhaida Lakuana Prof. Dr. M Pd, Fauzan Ribut Wahyu Eriyanti Rizky, Ramanda Rullu, ST. Marhana Safnidar Siahaan, Safnidar Sri Wahyuni, Dian Eka Mayasari Sudiran, S. Suryo Hartanto Tumacder, Jenny Rose O Uswatun Chasanah Wahyu Kyestiati Sumarno, Wahyu Kyestiati Windiarti, Khofiatul Rosdiana