Article Per Year (5 Year)
p-Index From 2021 - 2026
0.983
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Bahasa dan Sastra Voices of English Language Education Society Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Ilomata International Journal of Social Science INGGARA : Jurnal Pendidikan Bahasa Inggris dan Bahasa Arab Educational Psychology Journal
Muamaroh
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
Teachers’ Perceptions of the Effects of Differentiated Instruction on Teaching Quality Beladinna, Niaty; Fauziati, Endang; Muamaroh
Ilomata International Journal of Social Science Vol. 7 No. 1 (2026): January 2026
Publisher : Yayasan Ilomata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijss.v7i1.2008

Abstract

This study examines English teachers’ perceptions of the effects of Differentiated Instruction (DI) on teaching quality in English language teaching at MTsN 2 Manggarai Barat, East Nusa Tenggara. This qualitative case study involved three English teachers selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers generally hold positive perceptions of DI and consider it supportive of student-centered and inclusive learning practices aligned with the Merdeka Curriculum. However, differences were found in teachers’ understanding of DI, particularly in how instructional differentiation is conceptualized and applied in classroom practice. These findings suggest that while positive perceptions facilitate DI implementation, strengthened conceptual understanding is necessary to ensure consistent instructional quality. The study highlights the importance of targeted professional development to support effective Differentiated Instruction in English language teaching.
Co-Authors Apreliani Dwiastuti Beladinna, Niaty Endang Fauziati Fajar, Umul Mauly Halwat Hikmat Sari, Dila Permata Tiara Vinnilarika Sari