Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Journal of Language and Literature Studies Jurnal Pengabdian Masyarakat Bangsa Joyful Learning Journal
Nurazizah, Ai
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Seminar Pendidikan Parenting: Meningkatkan Kesadaran dan Wawasan Orang Tua pada Era Digital di Desa Koreak Haetin, Nonoh; Nurazizah, Ai; Rachmawaty, Rima; Nurfarizki, Rifal; Ashshidiqi, Muhammad Iqbal; Puadi, Evan Farhan Wahyu
Jurnal Pengabdian Masyarakat Bangsa Vol. 2 No. 7 (2024): September
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v2i7.1257

Abstract

Seminar Pendidikan Parenting yang diselenggarakan oleh Mahasiswa KKN STKIP Muhammadiyah Kuningan di desa Koreak pada 21 Agustus 2024 bertujuan untuk meningkatkan pemahaman orang tua mengenai pentingnya peran mereka dalam pendidikan anak, khususnya terkait moralitas dan penggunaan teknologi di era digital. Acara ini dihadiri oleh 60 peserta, termasuk kepala desa dan tim PKK, dan menghadirkan pemateri berkompeten, Bapak Oman Suryaman, MP.d C.Ht, C.MH. Metode yang digunakan dalam seminar ini melibatkan presentasi interaktif dan diskusi kelompok untuk memastikan partisipasi aktif dari para peserta dan penyampaian materi yang relevan dan aplikatif. Hasil seminar menunjukkan peningkatan signifikan dalam kesadaran dan pengetahuan orang tua tentang strategi pendidikan yang efektif dan penggunaan teknologi yang bijak bagi anak-anak mereka. Kesimpulannya, seminar ini berhasil mencapai tujuannya dalam memberikan edukasi kepada orang tua untuk mendukung perkembangan karakter anak yang baik di lingkungan keluarga.
Analisis Keterampilan Sosial Terhadap Motivasi Belajar Siswa SD Negeri 2 Winduhaji Nurazizah, Ai; Nurfirdaus, Nunu
Joyful Learning Journal Vol. 14 No. 3 (2025): Joyful Learning Journal: September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v14i3.29674

Abstract

Tujuan dari penelitian ini guna menggambarkan keterampilan sosial terhadap motivasi belajar siswa SD Negeri 2 Winduhaji. Metode penelitian yang digunakan pada penelitian ini adalah metodologi kualitatif dengan pendekatan deskriptif. Subjek penelitian ini adalah guru dan siswa kelas II, IV dan V SD Negeri 2 Winduhaji. Teknik pengumpulan data yang digunakan dalam penelitian kualitatif ini yaitu observasi, wawancara, dan dokumentasi. Pengumpulan data dimulai dengan observasi dan melakukan wawancara dengan guru serta siswa kelas II,IV dan V SD Negeri 2 Winduhaji mengenai keterampilan sosial dan motivasi belajar siswa. Selain itu, data yang didapatkan dianalisis melalui langkah-langkah pengumpulan data,reduksi data,penyajian data, dan penarikan kesimpulan. Hasil dari penelitian menunjukan bahwa keterampilan sosial memiliki peran penting terhadap motivasi belajar siswa Sekolah Dasar. Keterampilan sosial yang meliputi hubungan dengan teman sebaya, manajemen diri, kemampuan akademis, kepatuhan, dan perilaku asertif, secara keseluruhan berpengaruh terhadap semangat siswa dalam mengikuti pembelajaran. Siswa yang mampu menjalin hubungan baik, mengelola dirinya dengan baik, serta menunjukkan sikap positif di lingkungan sekolah, cenderung memiliki motivasi belajar yang lebih tinggi. Diharapkan penemuan ini memberikan kontribusi positif bagi pengembangan pendidikan, khususnya dalam membentuk lingkungan belajar yang mendukung tumbuhnya interaksi sosial yang sehat di antara siswa. Dengan meningkatnya keterampilan sosial, diharapkan motivasi belajar siswapun ikut meningkat, sehingga berdampak pada pencapaian hasil belajar yang lebih baik.
Integration of Mobile Assisted Language Learning in Arabic Language Education: A Systematic Literature Review Nurazizah, Ai; Aedi, Khasan; Wahyudin, Wahyudin
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4356

Abstract

Arabic language learning in Indonesia is facing a critical transformation in the 21st century, shifting from conventional teacher-centered models to technology-integrated ecosystems. Despite the potential of mobile technology, there is a significant gap in empirical validation regarding which specific applications are effective and how they can be pedagogically integrated within the Indonesian curriculum . This study aims to fill this gap by identifying prior research, analyzing the effectiveness of mobile applications, and providing evidence-based recommendations for Arabic language educators. This study employs a Systematic Literature Review (SLR) design following the PRISMA framework. Data were systematically retrieved from DOAJ and Semantic Scholar databases using PICOS criteria and strictly limited to the 2021-2025 publication period. Study quality was rigorously assessed using the Mixed Methods Appraisal Tool (MMAT). The findings reveal that mobile applications significantly enhance learning outcomes, particularly in vocabulary retention, motivation, and specific skills such as reading, listening, and vocabulary mastery. Key tools identified include Lectora Inspire, Duolingo, Memrise, and Plotagon Studio. The study concludes that while highly effective, implementation is hindered by technical barriers and low teacher digital competency. Practical implications suggest that for direct classroom application, educators must transition from traditional models to facilitator roles, integrating gamified features like leaderboards and interactive feedback to foster student engagement . Furthermore, successful integration requires curriculum-aligned content and the adoption of offline-capable applications to bridge the digital divide in diverse educational settings.
Integration of Mobile Assisted Language Learning in Arabic Language Education: A Systematic Literature Review Nurazizah, Ai; Aedi, Khasan; Wahyudin, Wahyudin
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4356

Abstract

Arabic language learning in Indonesia is facing a critical transformation in the 21st century, shifting from conventional teacher-centered models to technology-integrated ecosystems. Despite the potential of mobile technology, there is a significant gap in empirical validation regarding which specific applications are effective and how they can be pedagogically integrated within the Indonesian curriculum . This study aims to fill this gap by identifying prior research, analyzing the effectiveness of mobile applications, and providing evidence-based recommendations for Arabic language educators. This study employs a Systematic Literature Review (SLR) design following the PRISMA framework. Data were systematically retrieved from DOAJ and Semantic Scholar databases using PICOS criteria and strictly limited to the 2021-2025 publication period. Study quality was rigorously assessed using the Mixed Methods Appraisal Tool (MMAT). The findings reveal that mobile applications significantly enhance learning outcomes, particularly in vocabulary retention, motivation, and specific skills such as reading, listening, and vocabulary mastery. Key tools identified include Lectora Inspire, Duolingo, Memrise, and Plotagon Studio. The study concludes that while highly effective, implementation is hindered by technical barriers and low teacher digital competency. Practical implications suggest that for direct classroom application, educators must transition from traditional models to facilitator roles, integrating gamified features like leaderboards and interactive feedback to foster student engagement . Furthermore, successful integration requires curriculum-aligned content and the adoption of offline-capable applications to bridge the digital divide in diverse educational settings.
Co-Authors Ashshidiqi, Muhammad Iqbal Haetin, Nonoh khasan aedi, khasan Nurfarizki, Rifal nurfirdaus, nunu Puadi, Evan Farhan Wahyu Rachmawaty, Rima Wahyudin Wahyudin