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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Rahmawati, Mutia
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Arts Education Languange, Linguistic, Communication & Media

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Exploring Listening Skills and Motivation for Autonomous Learning with TED Talks: Does It Have an Effect? Fadya R, Jafna Ahsana; Ivanda, Afina Faza; Anindya, Hana Resya; Rahmawati, Mutia; Sunengsih, Neneng
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4644

Abstract

Listening skills are rarely emphasized in English classes compared to other skills so there is a need for additional media such as TED Talk. Moreover, it is still rarely used as a learning medium in high school. Therefore, this research aims to investigate secondary school students' responses using TED Talks for their motivation to improve listening skills autonomously. This research uses qualitative methods with questionnaires using Google Forms and Focus Group Discussions using Zoom or Google Meet. The sampling was conducted randomly with 10 participants from class XII students at SMAS Dua Mei in South Tangerang. This study analyzes students' knowledge and perceptions of TED Talk videos as autonomous learning media in listening skills. The researchers are interested in exploring how TED Talk can help students' motivation for autonomous learning and their interest in learning by listening after watching it. The results showed that some students still needed to familiarize themselves with TED Talks. Their responses became more positive after watching the video. Videos that balance an interesting speaker with various expressions, relevant topics, and audio-visual aspects are more likely to be well-received by students. They believe that TED Talks as supplementary material can improve listening skills by motivating them to learn autonomously.
Cognitive Scaffolding and Faith-Based Digital Literacy: Integrating Advanced Organizer and YouTube in Islamic Moral Education Rahmawati, Mutia; Mahdiyah, Mahdiyah; Nisa, Zahratun; Sabirin, Muhamad; Mof, Yahya
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18627

Abstract

This study investigates the effectiveness of integrating the Advanced Organizer learning model with YouTube media to strengthen Islamic digital literacy and learning outcomes in Islamic Moral Education (Akidah Akhlak)  at MIN 7 Tapin. Employing a quantitative quasi-experimental design with pretest–posttest control groups, the study involved 104 sixth-grade students. The experimental group received learning through the Advanced Organizer model supported by Islamic YouTube content, while the control group received conventional instruction. Data were collected using validated achievement tests, Islamic digital literacy questionnaires, and learning observation sheets. Data analysis included normality, homogeneity, independent t-test, and Cohen’s d effect size using SPSS 26.0. The results revealed a significant difference between the experimental and control groups (p < 0.05) with a high effect size (d = 0.84), indicating that the integration significantly improved students’ conceptual understanding and ability to utilize digital media based on Islamic ethics. This study contributes theoretically by operationalizing Islamic digital literacy as a cognitively scaffolded instructional framework rather than a mere ethical or technical construct. The findings extend meaningful learning theory into faith-based digital education contexts by demonstrating how moral cognition can be systematically shaped through pre-organized multimedia learning.
Co-Authors Anindya, Hana Resya Fadya R, Jafna Ahsana Ivanda, Afina Faza Mahdiyah Mahdiyah, Mahdiyah Muhamad Sabirin Neneng Sunengsih Nisa, Zahratun Yahya Mof