Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat English Language Teaching Educational Journal JOLLT Journal of Languages and Language Teaching
Alfaridhi, Dio Fahmi
Unknown Affiliation
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Electronic portfolio-based learning development training for Teachers of SMP Muhammadiyah 3 Yogyakarta Ali, Raden Muhammad; Hastuti, Dwi; Biddinika, Muhammad Kunta; Pamungkas , Rani Rahmawati; Alfaridhi, Dio Fahmi; Syahputra, Derly; Putri, Anggista Malya; Mbuo, Wilda; Nadia, Hafizhatu
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 8 No. 3 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jpm.v8i3.11611

Abstract

The world of education needs to keep up with the development of information technology in providing learning services for students. One of the tools that is currently widely known for its advantages and widely used in developed countries is the electronic portfolio. The background of this program is a problem that is often faced by schools, namely the lack of teacher competence in developing learning by utilizing electronic portfolios in teaching. SMP Muhammadiyah 3 Yogyakarta (SMP Muhammadiyah 3 Yogyakarta), as one of the private schools in Yogyakarta that has a high concern for the application of information technology in learning, in collaboration with the Community Service Team of Ahmad Dahlan University carried out an electronic portfolio-based learning development training which was attended by teachers of various subjects and education staff who served in various school service units. The objective of this activity is to improve teachers' understanding and skills by using electronic portfolios to support the realization of quality learning. The methods used are training and mentoring for teachers to develop electronic portfolio- based learning, improving internet infrastructure, and monitoring and evaluation. This training has resulted in an increase in the trainees' understanding of the concept of electronic portfolios and the improvement of participants' skills as shown by a total of 43 participants who have been able to develop their electronic portfolios. To ensure the implementation of electronic portfolios in schools, the Principal has decided that six classes with IT (Information Technology) specialization consisting of two learning groups from Grade 7, Grade 8, and Grade 9 will implement electronic portfolio-based learning. The impact of this training is that teachers have a positive mindset towards the use of information technology so that it further increases the opportunity for schools to improve the quality of learning in accordance with technological developments.
Students’ Perceptions of an AI-Based English e-Module for Digital Content Creation: An Explanatory Sequential Mixed-Methods Study Alfaridhi, Dio Fahmi; Prayudha, Prayudha; Ali, Raden Muhammad; Masduki, Anang
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17752

Abstract

The integration of AI in EFL is increasingly vital to meet the demands of digital content creation, where English serves as a global medium for audience engagement. This study aims to investigate how students view the usefulness of an AI-based English e-module in improving their abilities and involvement in the production of digital content. An explanatory sequential mixed-method was used in this study. The data were gathered from 44 students of communication science study program at Universitas Ahmad Dahlan. Quantitative data were collected via a structured questionnaire grounded in the Technology Acceptance Model (TAM) and qualitative data were gathered through structured interviews with six purposively chosen participants. The quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analyses. Results revealed strong positive perceptions: the AI feature usefulness item recorded M = 3.98, the comparative effectiveness over conventional methods item yielded M = 3.89, and overall satisfaction achieved M = 3.91. Thematic analysis confirmed the value of real-time chatbot feedback and automated corrections in enhancing scriptwriting and confidence, though device incompatibilities and navigation issues emerged as barriers. These results suggest that in order to acquire real digital communication abilities, educators should incorporate AI-driven e-modules into task-based EFL curricula. Additionally, system design should give priority to multilingual support and cross-device optimization in order to guarantee equitable access.
AI-based English module needs analysis for Indonesian content creator Prayudha; Ali, Raden Muhammad; Masduki, Anang; Alfaridhi, Dio Fahmi
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.14893

Abstract

The rapid growth of Indonesia’s digital economy has increased the importance of English proficiency for digital content creators. However, many digital content creators still lack the specific language skills required for global communication in this field. This study aims to identify the English language needs of digital content creators and to inform the development of an AI-based English module. A mixed-method design was employed, involving a questionnaire completed by 69 undergraduate students and interview with one English lecturer at the Collage of Multimedia (MMTC), Yogyakarta. The findings indicate that students perceive their English proficiency as moderate, with significant needs in productive skills, particularly pronunciation, speaking, and grammar for digital content task such as scripting and captioning. Students also demonstrate positive attitudes toward AI-assisted learning, especially for feedback and personalized practice, although concerns about over-reliance and ethical use remain. These results highlight the importance of integrating AI tools with authentic content creation tasks while maintaining pedagogical guidance and ethical awareness.
Co-Authors Ali, Raden Muhammad Anang Masduki Dwi Hastuti Mbuo, Wilda Muhammad Kunta Biddinika Nadia, Hafizhatu Pamungkas , Rani Rahmawati Prayudha Prayudha, Prayudha Putri, Anggista Malya Syahputra, Derly