Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Semantik : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Journal of Educational Studies
Nurfidah
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN MENULIS: TINJAUAN PUSTAKA Nurfidah; Sastromiharjo, Andoyo
Jurnal Semantik Vol 13 No 2 (2024): Volume 13 Number 2, September 2024
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/semantik.v13i2.p277-292

Abstract

The use of digital technology in education has experienced rapid development, especially in teaching writing skills. This study aims to examine the impact of the use of digital technology on students' writing skills. This study uses a literature review method with content analysis techniques to identify and understand themes that emerge from relevant literature. Data sources are taken from journal articles published from 2019 to 2024, using strict inclusion and exclusion criteria. Quantitative analysis was carried out through a meta-analysis approach to calculate the magnitude of the impact of interventions reported in various studies. The results of the study indicate that the integration of digital technology has a significant positive impact on students' writing skills. The overall impact of 0.77 indicates a substantial increase in writing skills caused by the use of digital technology. In addition, digital technology also supports collaborative and inclusive learning, which is important in the context of modern education. The implications of this study are the importance of adopting and integrating digital technology in the education curriculum to improve students' writing skills. Recommendations provided include the development of technological infrastructure, teacher training, and the development of more adaptive and collaborative digital learning resources.
Integrating Artificial Intelligence and Educational Evaluation for Improving Teacher Professional Competence Syahrir; Fandir, A.; Nurfidah
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2413

Abstract

The integration of digital technology in education has significantly transformed evaluation practices and teacher professional development. However, many educational institutions still rely on conventional evaluation systems that emphasize administrative reporting rather than providing meaningful feedback for improving instructional quality. This study examines the integration of artificial intelligence (AI) in educational evaluation to support reflective teaching and data-driven professional development. A mixed-method sequential explanatory design was employed, involving 120 teachers and school administrators from junior high schools in West Nusa Tenggara, Indonesia. Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics, while qualitative data from interviews and document analysis were examined using thematic analysis. The findings reveal a high level of teacher acceptance of AI-based evaluation systems, with an overall mean score of 4.28 (very positive category). The highest-rated aspect was continuous feedback provision (M = 4.36), followed by comprehensive evaluation data (M = 4.32). Qualitative findings indicate that AI-based evaluation enhances teachers’ understanding of classroom interaction patterns, student engagement, and instructional effectiveness. These findings demonstrate that AI-assisted evaluation systems contribute to more effective monitoring of teaching performance and strengthen evidence-based instructional decision-making. This study provides empirical evidence for the development of AI-integrated evaluation frameworks that support sustainable improvement in teaching quality and teacher professional competence.
Co-Authors Andoyo Sastromiharjo Fandir, A Syahrir