Article Per Year (5 Year)
p-Index From 2021 - 2026
6.68
P-Index
This Author published in this journals
All Journal EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Esteem Journal of English Study Programme Aulad : Journal on Early Childhood Education and Human Development Journal Community Development Journal Child Education Journal Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Pioneer: Journal of Language and Literature E-Link Journal Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal ABDIKU Indonesia Berdaya Nusantara: Jurnal Pendidikan Indonesia JPI (Jurnal Pendidikan Inklusi) Journal of Health Community Service Indonesian Journal of English Teaching Prosiding Seminar Nasional Pengabdian Kepada Masyarakat J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Jurnal Penelitian Ilmu Pendidikan Indonesia Journal of Artificial Intelligence and Digital Business BARAKATI: Journal of Community Service Journal of Literature Language and Academic Studies (J-LLANS) El-Mujtama: Jurnal Pengabdian Masyarakat Edu Journal Innovation in Learning and Education Konstruktivisme : Jurnal Pendidikan dan Pembelajaran APMa Jurnal Pengabdian Masyarakat
Tiyas Saputri
Universitas Nahdlatul Ulama Surabaya, Surabaya, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

Published : 57 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 57 Documents
Search

 2   3   4   5   6 
The Effectiveness of Spiritual Counseling in Improving Holistic Well-Being in Female Students at An-Nahdloh Islamic Boarding School, Malaysia Fifi Khoirul Fitriyah; Husni Hanafi; Hidayatul Khusnah; Sunanto; Winnuly; Tiyas Saputri; Rachma Aliefia Putri
Journal of Health Community Service Vol. 6 No. 2 (2026): Journal of Health Community Service: 2026 May
Publisher : UNUSA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Female students in Islamic boarding schools often face academic, social, and psychological challenges that may affect their holistic well-being, highlighting the need for spiritually grounded interventions. The purpose of this study was to test the effectiveness of spiritual counseling in improving holistic well-being in female students at the An-Nahdloh Islamic Boarding School in Malaysia. This study involved 21 female students with a pre-experimental design without a control group. The results showed an increase in scores between before and after the intervention. Descriptive statistics showed that the average score increased by 8.94 points, from 64.44 to 72.94. These results indicate that spiritual counseling can help people feel better in general, but the degree of improvement varies from person to person. This study emphasizes the importance of implementing spiritual counseling in Islamic boarding schools to improve holistic well-being, including physical health, mental health, and financial health. Further research with a larger sample size, involving a control group, and longitudinal assessment is recommended to ensure the sustainability of the beneficial effects and its applicability across contexts.
Improving Students’ English Vocabulary Mastery Through Interactive Classroom Activities Amellia Amellia; Tiyas Saputri
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 5 No. 2 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v5i2.1299

Abstract

Vocabulary is crucial in learning a language. It helps students understand things, talk to each other, read books, and write stories. Many students struggle to learn new English words. This is because they don't use English much, don't practice enough, and the teaching methods aren't very engaging. These problems make it difficult for students to learn words, which means they lack confidence and don't participate as much in English class. This study examines how classroom activities can help students learn English words. Researchers examined activities such as playing word games, talking in groups, telling stories, pretending to be someone, and engaging in fun exercises. This study was conducted at SDN Kenjeran 248 Surabaya, with third-grade students. Researchers wanted to make the classroom a fun place to learn. Researchers found that some students lacked basic vocabulary such as sweeping, writing, reading, and so on. Researchers will conduct classroom activities that can help students learn words. When students do fun things and work together, they want to learn more and participate more. They remember new words more easily. So, doing fun things in class is a way to help students learn new words and make learning English more fun and engaging.
Pengaruh Project Based Learning pada Anak 4-14 Tahun Banu Atmoko; Kaniati Amellah; Muhammad Sholeh; Tiyas Saputri; Didik Widiyono
Aulad: Journal on Early Childhood Vol. 8 No. 3 (2025): September-December 2025
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v8i3.1224

Abstract

Penelitian ini bertujuan untuk menganalisis fokus-fokus penelitian terkait penerapan model PjBL pada jenjang PAUD, SD, dan SMP. Studi ini menggunakan teknik telaah literatur sistematis terhadap sejumlah artikel dan hasil penelitian yang relevan. Instrumen yang digunakan berupa pedoman analisis dokumen, sedangkan subjek kajian mencakup berbagai publikasi ilmiah yang membahas penerapan PjBL di ketiga jenjang tersebut. Data dianalisis menggunakan teknik kategorisasi tematik dan komparatif. Hasil menunjukkan bahwa fokus penerapan PjBL berbeda di setiap jenjang: PAUD lebih menekankan pada pengembangan motivasi belajar dan keterampilan berpikir kritis awal; SD pada peningkatan literasi dan hubungan sosial; serta SMP pada kemampuan pemecahan masalah dan berpikir tingkat tinggi. Temuan ini menegaskan pentingnya penerapan PjBL yang disesuaikan dengan karakteristik dan kebutuhan perkembangan peserta didik di masing-masing jenjang. Implikasi dari hasil ini menunjukkan perlunya strategi implementasi PjBL yang adaptif mulai dari pendekatan eksploratif dan motivasional di PAUD, pendekatan tematik integratif di SD, hingga pembelajaran reflektif dan menantang di SMP.     
IMPLEMENTATION OF INQUIRY LEARNING IN ENGLISH LEARNING TO INCREASE THE LEARNING ACTIVITY OF GRADE VII STUDENTS OF TAHFIDZ DARUL QUR'AN JUNIOR HIGH SCHOOL Rohmatul Hidayah rahma; Tiyas Saputri
Journal of Literature Language and Academic Studies Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jllans.v5i1.2155

Abstract

Purpose – This study aims to investigate the implementation of the Inquiry Learning model in improving the learning activeness of seventh-grade students in English learning at Tahfidz Darul Qur'an Junior High School. The study was conducted based on the low participation and passive learning behavior of students during English classes. Methodology – This research employed a qualitative descriptive approach using a case study design. The participants consisted of one English teacher and eight seventh-grade students selected purposively based on their level of learning activeness. Data were collected through participatory observation, semi-structured interviews, and documentation studies. The research procedures included classroom observation during the implementation of Inquiry Learning, interviews with teachers and students, and analysis of learning documents and reflection journals. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, including data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and technique triangulation. Findings – The findings revealed that before the implementation of Inquiry Learning, students tended to be passive, lacked confidence, and rarely participated in classroom discussions. After the implementation, students showed significant improvement in learning activeness, including increased participation, confidence in asking questions, involvement in group discussions, and oral communication skills in English. The Inquiry Learning stages successfully created a more interactive and student-centered learning environment. The study concludes that Inquiry Learning effectively enhances students’ learning activeness and motivation in English learning. Novelty – This study provides originality by exploring the implementation of Inquiry Learning qualitatively in a tahfidz-based junior high school context, which has rarely been investigated in previous studies. Significance – The findings of this study are beneficial for English teachers, researchers, and educational institutions, especially Islamic boarding school-based schools, in developing active and student-centered learning strategies.
Understanding EFL Students' Reading Comprehension Experiences through Vocabulary Knowledge and Reading Motivation: A Systematic Literature Review Nadziroh Nadziroh; Nailul Authar; Savira Zaniar; Djuwari Djuwari; Tiyas Saputri
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.10518

Abstract

This Systematic Literature Review (SLR) investigates how vocabulary knowledge and reading motivation shape English as a Foreign Language (EFL) reading comprehension experiences across secondary and tertiary education levels (Amirah & Wennyta, 2024). Adhering to the PRISMA guidelines, this review synthesizes 20 empirical studies published between 2015 and 2025 sourced from major international databases including Scopus, Web of Science, ERIC, Taylor & Francis, Springer, SAGE, Wiley, and Google Scholar (Amirah & Wennyta, 2024). The synthesis reveals that vocabulary knowledge provides a critical cognitive foundation, acting as a threshold-dependent predictor of text accessibility (Alfiani et al., 2024). Concurrently, reading motivation functions as the primary affective driving force that determines reading engagement and the deployment of self-regulated strategies (Lesiana et al., 2024). The integration of these variables indicates a reciprocal cognitive-affective interaction: rich lexical frameworks enhance task-specific self-efficacy, while high intrinsic motivation prompts sustained engagement with complex vocabulary (Alfiani et al., 2024). Conversely, limitations in these domains lead to cognitive fragmentation, vocabulary constraints, and reading anxiety (Nanda, 2020). This paper identifies critical research gaps, particularly regarding longitudinal moderation dynamics in rural and under-resourced learning environments (Amirah & Wennyta, 2024). It concludes with actionable implications for English Language Teaching (ELT) methodologies, promoting the adoption of balanced, strategy-based instructional designs (Nanda, 2020).
Understanding Individual Differences in English Learning Motivation Nurisma Ilfidzatur Ridza; Tiyas Saputri; Nailul Authar; Novi Rahmania Aquariza
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.10817

Abstract

Motivation in English learning plays a crucial role in determining students’ achievement and long-term engagement with the language. Students who are highly motivated tend to participate actively in learning activities, practice language skills more frequently, and demonstrate greater persistence when facing challenges. This study aims to explore the factors that influence motivation in English learning through a conceptual approach based on the synthesis of relevant literature. The study integrates major motivational frameworks, particularly Self-Determination Theory and Social Cognitive Theory, to explain how motivation develops and is maintained in educational settings. Findings from the reviewed literature indicate that motivation is influenced by multiple interconnected factors, including individual learning styles, self-efficacy, personal goals, emotional conditions, social support, teacher-student relationships, and cultural perceptions toward English. In addition, the learning environment plays a significant role in fostering or hindering students’ willingness to learn. Supportive classroom practices, meaningful learning activities, constructive feedback, and opportunities for autonomy are consistently associated with higher levels of motivation. Based on these findings, a theoretical model is proposed to illustrate the dynamic interaction between personal, social, and environmental factors in shaping students’ motivation. The model highlights the importance of designing adaptive and learner-centered educational experiences that accommodate diverse student needs, interests, and backgrounds. By understanding the complex nature of motivation, educators can implement more effective instructional strategies that encourage sustained engagement and language development.
The Impact of Sequential Spelling Instruction on Writing Fluency in Elementary ESL Students Masandra Citra Ardila; Tiyas Saputri; Edi Pujo Basuki; Mujad Didien Afandi
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.11746

Abstract

Writing fluency is an essential component of literacy development among elementary English as a Second Language (ESL) learners. However, many young learners experience difficulties in English spelling due to its irregular orthographic system, which often hinders writing accuracy and fluency. This study aimed to examine the impact of Sequential Spelling Instruction (SSI) on students' word-writing fluency and accuracy. A quantitative study employing a quasi-experimental one-group pretest-posttest design was conducted with 19 second-grade students at Wachid Hasyim Islamic Elementary School. Participants received a 12-week SSI intervention designed to improve spelling through explicit, sequential, and pattern-based instruction. Data were collected using writing pre-tests and post-tests, classroom observations, and students' writing documentation. Writing performance was assessed using Raw Writing Score, Words per Minute (WPM), and Correct Word Sequences (CWS). Descriptive statistics, paired t-tests, and ANCOVA were used to analyze the data. The findings demonstrated improvements across all writing measures following the intervention. The mean Raw Writing Score increased from 5.00 to 8.11, WPM improved from 1.67 to 2.70, and CWS increased from 2.00 to 3.00. The paired t-test indicated a statistically significant improvement in writing performance (t(19) = −10.10, p < .001), while ANCOVA confirmed that the positive effect remained significant after controlling for pre-test scores. These findings suggest that Sequential Spelling Instruction effectively enhances writing fluency and spelling accuracy among young ESL learners by reducing cognitive load during the writing process. The study highlights SSI as a promising instructional approach for improving early literacy development in elementary English classrooms.
Co-Authors -, Uswatun Khasana Abidah, Siska Nurul Afandi, Mujad Didien Afandi, Mujad Didien Agista Putri Setianingsih Agus Wahyudi Ahmadah, Nur Hubba Al Ayubi, M. Sholahuddin Alamsyah, Badril Amellia Amellia Amri Rasyid, Reizano Andini Hardiningrum Anharu Minasalim Mushaf Anita Majidha Annuri, Farhat Muharrom Aquariza, Novi Rahmania Aryani Firiana Asfar, Shafira Aslam Khan Bin Samahs Khan Asmaul Lutfauziah Asna, Adibatul Authar, Nailul Ayu Chrestina, Devi Banu Atmoko Basuki, Edi Pujo Beny Hamdani BERDA ASMARA Destita Shari Didik Widiyono Djuwari Djuwari Faela Nur Oktaviani Fifi Fitriyah Fifi Khoirul Fitriyah Fitriyah, Fifi Hanafi, Husni Heni Pujiastuti Imam Achda Kaniati Amellah Kasiyun, Suharmono Khusnah, Hidayatul Lalilatul Khusnul Rizki Latifah, Warda M Adrian Amien Anshari M. Dhava Sa’dit Daroiny M. Shodiq Machmudah Machmudah Machmudah, Machmudah Majidha, Anita Mariati, Pance Masandra Citra Ardila Mohammad Abdul Kafi Mohammad Ulin Nuha Muhammad Sholeh Muhammad Syaikhon Muharromah, Lailatul Mujad Didien Afandi Mujad Didien Afandi Nadziroh Nadziroh Nadziroh Nadziroh, Nadziroh Nafiah Nafiah Nafiah, Nafiah Nafilatul Muzayyanah Nailul Authar Nanang Rokhman Saleh Nilna Afiyah Nur Azizah A.S. Nurani, Atika Ayu Nurisma Ilfidzatur Ridza Pance Mariati Puji Rahayu, Esty Pujo Basuki, Edi Putri Rahmadani, Nabila Putri, Ni Made Ardita Arya Putri, Tarisa Adelia Rachma Aliefia Putri Rahmadani, Nabila Putri Ramadina, Silviana Ridza, Nurisma Ilfidzatur Rohmatul Hidayah rahma Rudi Susanto Rudi Susanto Savira Zaniar Silvi Nur Hidayati Sunanto Sunanto Susanto, Rudi Umar Syamsul Ghufron Syamsul Ghufron Ubaidatur Rahmah Khodijah Al-Jawwadah Wibowo, Rifky Adli Sulistyo Winnuly Yati Isnaini Safitri Ziyada Wulan Wulidha