Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal EDULITE: Journal of English Education, Literature and Culture M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika
Sidqi, Muhammad Fajru
Unknown Affiliation
Education Mathematics

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

Found 2 Documents
Search

 1 
Development Of Bilingual Getrans Teaching Aids To Understand Geometry Transformation Material Utami, Rini; Hidayah, Nurina; Sidqi, Muhammad Fajru; Kuncoro, Sigit
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 4 (2024): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i4.696

Abstract

This research aims to develop bilingual getrans teaching aids that can be used to visualise the concept of geometry transformation. The urgency of this research lies in the effort to facilitate students' understanding of abstract concepts in geometric transformations where the development of getrans teaching aids allows students to learn actively, involving physical and visual, which is believed to improve understanding and retention of concepts. Utilizing the 4D model, the Research and Development (R&D) approach is applied. The four phases of the 4D development model are defined, designed, developed, and disseminated. The findings showed that students had trouble grasping the idea of geometric transformation at the define stage. At the design stage, preparation for the development of bilingual getrans teaching aids was carried out. At the development stage, getrans props were made as well as validation of video results by experts and limited trials to students. Then at the dissemination stage, the revised video results were disseminated based on expert advice. The conclusion of this research is that bilingual getrans teaching aids can be used for learning mathematics which students can better understand changes in position, rotation, reflection, or dilation of objects in geometry with better.
EFL students’ anxiety in writing journal manuscripts: An analysis of levels and causes Ulya, Inayatul; Matra, Sarlita Dewi; Sidqi, Muhammad Fajru
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.433-450

Abstract

Writing anxiety represents a critical affective variable in English as EFL academic context, associated with challenges in written language production. This study investigates the writing anxiety experienced by Indonesian EFL students, specifically examining its levels and underlying causes. Writing anxiety is a prevalent barrier to effective written expression, particularly in second language academic contexts. Employing a mixed-method approach, the research integrated both quantitative and qualitative data to provide a comprehensive understanding of this phenomenon. A purposive sample of 58 sixth-semester students from the English Language Education at Pekalongan University (UNIKAL) Central Java, Indonesia, was selected, focusing specifically on those who passed the Writing for Academic Purpose course. Data were collected using a questionnaire adapted from the Second Language Writing Anxiety Inventory (SLWAI) and supported by semi-structured interviews. The questionnaire measured three types of writing anxiety: cognitive, somatic, and avoidance behavior. Results revealed moderate levels of cognitive anxiety (M = 2.68), somatic anxiety (M = 2.81), and avoidance behavior (M = 2.83). Students expressed concerns about negative judgment, fear of making errors, and physical symptoms such as tension under time constraints—factors that contributed to procrastination and avoidance. Qualitative findings echoed these results, identifying fear of evaluation, limited writing experience, and low self-confidence as major contributors to writing anxiety. Notably, although students perceived writing tasks as challenging, their anxiety levels remained moderate, indicating a persistent but manageable affective barrier. It is recommended that future researchers and educators consider addressing cognitive, somatic, and behavioral dimensions of writing anxiety when designing EFL writing instruction, particularly by incorporating strategies that reduce fear of evaluation and build students’ writing confidence. 
Co-Authors Inayatul Ulya Kuncoro, Sigit Nurina Hidayah RINI UTAMI Sarlita Dewi Matra