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LATAR BELAKANG RENDAHNYA KESADARAN ORANGTUA TERHADAP PENDIDIKAN ANAK PEREMPUAN Muamaroh
Educational Psychology Journal Vol. 2 No. 1 (2013): July 2013
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Pendidikan merupakan hal mendasar yang wajib dijalankan oleh setiap orang sejak dini. Orangtua mempunyai tanggung jawab besar terhadap kelanjutan masa depan anaknya, karena dengan pendidikan seseorang akan bisa mengembangkan potensi yang ada pada dirinya dan terhindar dari kebodohan. Tetapi kenyataan yang terjadi sekarang masih ada sebagian orangtua yang kurang menyadari pentingnya pendidikan terhadap masa depan anak-anaknya. Mereka mempunyai pertimbangan untuk menyekolahkan anaknya kejenjang yang lebih tinggi, khususnya untuk anak perempuan. Sebagian orangtua beranggapan bahwa anak perempuan tidak perlu sekolah tinggi-tinggi karena nantinya hanya akan menjadi ibu rumah tangga di rumah dan ilmunya tidak berguna. Penelitian ini bertujuan untuk mengungkap apa yang melatar belakangi rendahnya kesadaran orangtua terhadap pendidikan anak perempuan di desa Tambakan, Gubug, Grobogan. Menggunakan metode penelitian kualitatif dengan pendekatan studi kasus. Unit analisis dalam penelitian ini adalah latar belakang rendahnya kesadaran orangtua terhadap pendidikan anak perempuan. Narasumber utama dalam penelitian ini sebanyak enam orang, yaitu tiga pasang orang tua. Sedangkan narasumber sekunder sebagai pendukung data dalam penelitian ini tiga orang, yaitu anak perempuan dari masing-masing orang tua. Teknik pengumpulan data pada penelitian ini menggunakan teknik wawancara semi terstruktur, dan teknik keabsahan data penelitian ini menggunakan triangulasi sumber. Hasil penelitian diperoleh terdapat enam hal yang melatar belakangi rendahnya kesadaran orangtua terhadap pendidikan anak perempuan, antara lain: pendidikan orangtua yang rendah, budaya religiusitas, keadaan ekonomi, perilaku modelling, sosial budaya, dan persepsi terhadap masa depan anak perempuan.

STUDENTS’ EXPERIENCE IN USING THE ELSA SPEAK APPLICATION AS ENGLISH LEARNING MEDIA FOR DEE STUDENTS Sari, Dila Permata; Muamaroh
(JIBS) JURNAL ILMIAH BAHASA DAN SASTRA Vol. 12 No. 1 (2025): JIBS (Jurnal Ilmiah Bahasa dan Sastra)
Publisher : Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jibs.v12i1.11911

This study aims to find out the reasons and experiences of 7th semester students in using ELSA Speak application as an English learning media. This research uses descriptive qualitative method involving 30 students of English Education Department Universitas Muhammadiyah Surakarta who have used ELSA Speak application consisting of 10 males and 20 females. Data was collected through an open questionnaire filled out by 30 students through Google Form and in-depth interviews were conducted with 10 students randomly using the spinner application, then the data was analyzed qualitatively thematically. The results found four reasons for students to use ELSA Speak, namely to improve students’ English speaking, to improve English pronunciation, recommended by lecturers, can be used flexibly. Meanwhile, there are five experiences felt by students, namely interactive and non-boring exercises, increasing students’ confidence in speaking English, knowing students’ progress directly, getting feedback, practicing speaking directly based on the AI roleplay feature.

The Implementation of The Merdeka Curriculum in Learning English in Senior High School: Case Study Tiara Vinnilarika Sari; Muamaroh
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3047

This study aimed to focus on the implementation of the Merdeka Curriculum in Learning English in Senior High School. The participants of this study were three English teachers at one of the Senior High School in Surakarta, Central Java, Indonesia. The study used a case study design with descriptive analysis. The instruments to collect data using interviews, observations, and documents. The data were analyzed qualitatively. The findings of this research reveal that teachers used three techniques in implementing the Merdeka Curriculum in the classroom such as CERIA, Quiz, and Jigsaw. Furthermore, this research also found materials used were textbooks and e-books sourced from the Ministry of Education and Culture Indonesia. Meanwhile, the learning media used by teachers are handphones and social media platforms such as Google forms, Duolingo, and WhatsApp groups. Teacher evaluations used formative and summative assessment.

Examining Technology Self-Efficacy in Indonesian EFL Classrooms: Insights from Secondary School English Teachers Apreliani Dwiastuti; Muamaroh; Yeny Prastiwi
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.27861

Teachers’ technology self-efficacy significantly influences their ability to effectively adopt and utilize digital tools. However, many secondary school English teachers in Indonesia still face challenges adapting to technology, which may hinder their ability to integrate digital tools into their teaching practices. While existing studies primarily focus on teachers' perceptions, professional agency, and general challenges in technology integration, few explore how demographic factors—such as gender, age, education level, and teaching experience—affect technology self-efficacy among Indonesian secondary school English teachers. A descriptive quantitative design was employed, utilizing statistical analysis to interpret the data. The study involved 29 secondary school English teachers from the Jatinom English Teachers Association (JETA), Klaten, Central Java, Indonesia. Data were collected using the Technology Self-Efficacy Scale (Wang et al., 2004) via Google Forms. The findings revealed that teachers' technology self-efficacy was moderate overall. Male teachers aged 26-30 demonstrated higher confidence in ICT usage. Additionally, teachers with a Bachelor's degree exhibited higher technology self-efficacy than those with a Master’s degree, suggesting that formal education level alone does not directly influence confidence in using technology. Furthermore, teachers with 11-15 years of experience reported the highest self-efficacy, while those with 1-5 years of experience had the lowest, indicating that teaching experience alone is not a strong determinant of technology self-efficacy. These results highlight the need for improved ICT infrastructure and professional development training to enhance teachers’ confidence and skills in technology use.

Implementation of Authentic Assessment in English Listening Lessons at Junior High School Fajar, Umul; Muamaroh; Halwat Hikmat, Mauly
INGGARA (Jurnal Pendidikan Bahasa Inggris dan Bahasa Arab) Vol 3 No 2 (2024): January
Publisher : LPPM Institut Studi Islam Sunan Doe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58330/inggara.v3i2.431

The study explores the implementation of authentic assessment in English listening lessons within Junior High Schools under Indonesia’s Merdeka Curriculum. Employing a qualitative research method, the study involves interviews with English teachers in Sragen to gather insights into their experiences. The findings indicate that teachers utilize various assessment types, such as diagnostic, formative, and summative assessments, integratred into the learning process. Despite the benefits of authentic assessment, including improved listening skills and real-world application, teachers face challenges such as limited time, resources, and confidence in implementing these assessments. The research highlights the necessity for comprehensive support and professional development to optimize the use of authentic assessment in enhancing students’ listening skills.

Understanding the Difference between Authentic Assessment and Traditional Assessment Farida Nur Fatinah; Muamaroh; Mauly H.H; Yeny Prastiwi; Nur Hidayat
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 3 No 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/ctg91t98

This qualitative study aims to investigate the differences between traditional and authentic assessments in education in order to improve teaching and learning practices. Using a descriptive literature study method, this study analyses various relevant academic sources to identify the strengths and weaknesses of both types of assessments. The results show that authentic assessments are more effective in measuring critical thinking and problem-solving skills, while traditional assessments are more suitable for evaluating memorization and basic skills. The conclusion of the study recommends the use of a combination of both types of assessments to support deeper learning and better educational outcomes.

Designing an Authentic Listening Assessment for Young Learners in Indonesian Primary Schools Muamaroh; Nur Mufid; Mauly Halwat Hikmat
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 1 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/43ekg478

Listening is a fundamental language skill that plays a crucial role in children’s language development and serves as the foundation for the acquisition of other language skills. However, listening assessment practices in English language teaching at Indonesian elementary schools are still predominantly dominated by traditional written tests, which inadequately represent students’ communicative listening abilities. This study aims to examine the design and implementation of authentic assessment for assessing listening skills in elementary English classrooms. Employing a descriptive qualitative approach, the study involved 30 students from Grades 4, 5, and 6 across five elementary schools in Central Java. The study was conducted in December during the first semester of the 2025/2026 academic year. Data were collected through classroom observations, semi-structured interviews with teachers, and the analysis of assessment rubrics and observation checklists. The data were analyzed using thematic analysis to identify patterns related to task design, validity, reliability, and feedback practices. The findings reveal that authentic listening tasks, such as following oral instructions, picture dictation, and classroom-based projects, enable students to demonstrate meaningful listening comprehension through actions and interactions. These tasks enhance student engagement, confidence, and motivation while providing richer evidence of listening competence for teachers. Nevertheless, several challenges were identified, including time constraints, large class sizes, and issues related to assessment consistency. Further findings indicate that the use of simple rubrics and timely, supportive feedback plays a critical role in improving the reliability of performance-based listening assessment. Overall, authentic listening assessment emerges as an effective and relevant alternative to complement traditional assessment practices in elementary English education.

Analysis of Teaching Learning and Assessment in Private Schools within Independent Curriculum Framework sumantri, kun; Koesoemo Ratih; Muamaroh
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 1 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/29rgeb88

This research was conducted by analyzing the schedule of teaching and learning activities in private Islamic boarding schools in Pekalongan at the level Junior High School and the implementation of assessments in junior high schools in accordance with the implementation of the Merdeka Curriculum standards. Specifically, the subjects taught to students, how much time is allocated for each subject, and what assessments are conducted in schools. Is the implementation in line with what has been outlined in the Merdeka Curriculum. Data was collected through a literature review from the Ministry of Education's website to find a reference for the Merdeka Curriculum implementation standards and to identify data findings in the field obtained through field observations. The data was analyzed using qualitative descriptive methods to then draw conclusions. The results of this study the number of subjects in private Islamic boarding schools is more than the number of subjects specified in the independent curriculum which is 11 subject. In detail there are 22 subjects at grade 7and grades 8 and 9 have 23 subjects. The number of lesson hours per week at private Islamic boarding schools is more than the number of lesson hours determined by the independent curriculum. In detail, in grades 7 and 8, the total number of teaching hours in one week is 52 hours, while in grade 9, the total number of teaching hours is 53 hours. This data shows that the implementation curriculum private Islamic boarding schools is not in line with Merdeka curriculum.

Innovating Authentic Reading Assessments: A Design Framework for Junior High School English Learners in Digital Contexts Muamaroh; Idris, Bayu Romli Idris; Mauly Halwat Hikmat
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 1 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/b78bsh20

The shift towards digital literacy in contemporary education necessitates a reevaluation of traditional assessment methods, particularly in the context of junior high school English learners. Authentic reading assessments offer a promising solution by integrating real-world tasks and digital content. However, despite their benefits, there remains a notable gap in designing authentic assessments that are both engaging and effective for this demographic, especially in digital contexts. This study aims to address this gap by proposing a design framework for innovative, authentic reading assessments tailored for junior high school students in the digital age. The research objective is to develop a performance-based assessment that integrates digital texts, such as social media posts, to evaluate students' comprehension, critical thinking, and digital literacy skills. The design research approach involves creating a scenario where students read authentic digital texts and produce educational content, such as infographics, that reflect their understanding and analysis. Data collection will include students’ work samples, teacher feedback, and post-assessment reflections. Data analysis will focus on evaluating the alignment of students’ outputs with the criteria set forth in the rubric, particularly in terms of comprehension, analysis, and creativity. Preliminary results suggest that this framework encourages deeper engagement with texts and fosters skills necessary for digital literacy. The study contributes to the development of authentic assessments that bridge classroom learning with real-world applications, preparing students for the demands of the digital world.

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