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Asrifan, Andi

Universitas Negeri Makassar

Author-ID : 833465

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Analisis Kualitas E-Service: Studi Kasus pada Layanan Berbasis Aplikasi SEVIMA di Politeknik Negeri Fakfak Muh. Irvan Nur Iva; H, Herman; Rahayu, Rahayu; Andi Asrifan; Ummi Kalsum Syam
Jurnal Ilmu Administrasi Negara Vol. 22 No. 2 (2025): Desember: Jurnal Ilmu Administrasi Negara
Publisher : Universitas Mbojo Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59050/jian.v22i2.366

As a relatively new e-service platform, this study aims to analyze the quality of e-service provided by the SEVIMA application as an academic service system at Politeknik Negeri Fakfak. The research is based on the importance of digital service effectiveness in supporting efficient and transparent academic governance. This study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, and then analyzed using an interactive analysis model consisting of data reduction, data presentation, and conclusion drawing and verification. The findings indicate that the overall quality of SEVIMA’s e-service is considered good, particularly in the dimensions of reliability and assurance. However, improvements are still needed in user interface, responsiveness, and customization. Furthermore, users’ digital literacy and the discipline of lecturers and administrators were found to influence the effectiveness of the service. The study concludes that feature optimization, enhancement of digital literacy, and institutional support are key factors in improving the quality of digital-based academic services in higher education.

AI-Supported Video Projects in ESP Classrooms: A Pedagogical Innovation for Business Communication Asrifan, Andi; Rosmayanti, Vivit; Vargheese, K. J; Vivekanantharasa, Raveenthiran
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 5, No 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v5i2.3857

The integration of Artificial Intelligence (AI) into English language instruction has created new opportunities for enhancing learner engagement and communication skills, particularly in English for Specific Purposes (ESP) contexts. In Business English courses, students must master professional speaking tasks that require fluency, accuracy, and confidence. However, few studies have explored how AI tools can be combined with project-based learning (PBL) to support these outcomes. This study examines the use of AI-supported video projects to enhance speaking performance and improve learner perceptions in a Business English classroom. Using a mixed-methods design, quantitative data from pre- and post-tests and qualitative reflections were analyzed. Results showed significant gains in speaking performance and increased learner autonomy, confidence, and engagement. Students also encountered several challenges, including technical difficulties in using AI applications and initial anxiety about video recording, which required patience and self-regulation to overcome. Despite these challenges, students viewed the AI tools as beneficial. These findings suggest that integrating AI into PBL tasks can serve as a transformative approach for ESP instruction in higher education.Keywords: Artificial Intelligence in Education; Business English Speaking Skills; English forSpecific Purposes (ESP); Project-Based Learning; Technology-Enhanced LanguageLearning

The Use of Animation Media for the Understanding of the Concept of Letter Recognition in Early Childhood Marhamah, Ainun; Wahira; Asrifan, Andi; Herlina
International Journal on Education Issues Vol. 2 No. 1 (2026): JANUARY
Publisher : CV Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/w4thr614

Purpose – Early childhood literacy serves as a vital foundation for academic success, yet traditional teaching methods often struggle to maintain engagement and clarity in letter recognition. This study investigates the influence of animation media on children’s conceptual understanding of letters, specifically focusing on visual shapes, names, and phonemic sounds. Design/Methodology/Approach – The research employed a pre-experimental one-group pretest-posttest design involving children aged 4–6 years. Data were collected through quantitative letter recognition tests and qualitative teacher observations and questionnaires. The study utilized data triangulation—combining performance scores with behavioral observations—to ensure a comprehensive analysis of the media's impact. Findings – The findings indicate a significant improvement in early literacy skills following the intervention. Before the treatment, children demonstrated low baseline scores, particularly in distinguishing mirror-image letters (e.g., b–d, p–q) and consistent phonetic naming. After learning through animation media, children showed a marked increase in visual recognition accuracy and verbal confidence. Qualitative data revealed that the classroom atmosphere became more conducive to learning, with children showing higher levels of enthusiasm and sustained attention compared to conventional methods. Originality/Value – The results demonstrate that animation media effectively bridges the gap between abstract symbols and concrete cognitive understanding by providing multisensory stimulation. Unlike generic entertainment content, the structured instructional design of the media used in this study successfully balanced digital engagement with pedagogical goals. This study concludes that animation media is a feasible, relevant, and effective tool for early childhood education, serving as a practical reference for educators to modernize literacy instruction.

Automated feedback for speaking and writing skills: Deep learning in English language assessment Asrifan, Andi; Oliveira de Barros Cardoso, Luís Miguel; Vargheese, K.J.
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.67-85

The incorporation of Artificial Intelligence (AI) into language evaluation has revolutionized how learners receive feedback on their speaking and writing abilities. Nevertheless, empirical information about the precision and educational efficacy of AI-generated feedback—especially in advanced language competencies—continues to be scarce. This study seeks to evaluate the efficacy of deep learning–driven automated feedback systems in enhancing English learners' speaking and writing skills. The study utilized a mixed-methods research approach and included 100 undergraduate students participating in an English for Academic Purposes course, focusing on English as a Foreign Language (EFL). Quantitative data were gathered via pre-test and post-test writing and speaking activities evaluated using AI tools (Grammarly, ETS e-rater, and Google Automatic Speech Recognition), whilst qualitative data were derived from surveys and interviews to capture learners' impressions. The findings demonstrate statistically significant enhancements in grammatical accuracy, lexical diversity, coherence, fluency, pronunciation, and intelligibility following exposure to AI-generated feedback. However, inconsistencies were identified between AI and human assessments regarding speech coherence and contextual relevance. The results indicate that AI-generated feedback serves as an excellent additional evaluation instrument, especially for form-focused linguistic elements, however it is constrained in its ability to measure higher-order communication competencies. This study underscores the significance of amalgamating AI-driven feedback with human discernment to establish a more holistic and pedagogically robust language assessment framework.

The Use of Word Cards on Early Childhood Cognitive Muliana, Andi; Wahira, Wahira; Asrifan, Andi; Herliin, Herlina
Pancasila International Journal of Applied Social Science Том 4 № 01 (2026): Pancasila International Journal of Applied Social Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/pancasila.v4i01.2169

Word card media plays an important role in helping early childhood recognize letter and word symbols gradually. In the early stages, children can learn to recognize the shape of the letters through the cards, and then associate them with the appropriate sounds. In this way, the word card becomes a bridge between the child's speaking ability and the ability to read at the beginning. This study aims to determine the influence of word card use on early childhood cognitive development and analyze the factors that affect the relationship between cognitive development and word card use in early childhood. This research method uses a quantitative approach with an experimental method. The data collection technique in this study was carried out through tests and observations. The data analysis technique in this study uses the latest version of SPSS statistical software to analyze the relationship between cognitive variables and the use of word card media in early childhood. The implementation of word card media by teachers has been running effectively and systematically. There was a positive and significant influence between the use of word card media on children's cognitive abilities, which was shown by a strong correlation coefficient.

Problem Solving pada Anak Usia Dini: Pemanfaatan Balok Sebagai Media Pembelajaran Asmiaty, Asmiaty; Wahira, Wahira; Asrifan, Andi
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.414

This study aims to examine problem-solving abilities in early childhood through the use of geometric block media at TK Islam Athirah Bukit Baruga. Problem-solving ability is an essential cognitive skill that needs to be developed from an early age through meaningful learning experiences, one of which is play-based activities. Geometric block media were selected because they are constructive in nature and allow children to explore shapes, plan, try various strategies, and find solutions to problems that arise during play activities. This study employed a descriptive qualitative approach. The research subjects were children in Group B at TK Islam Athirah Bukit Baruga, with classroom teachers serving as supporting informants. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source, technique, and time triangulation. The results indicate that the implementation of geometric block media was carried out through the stages of play environment preparation, pre-play activities, during-play activities, and post-play activities. These stages created a conducive play environment and stimulated children’s problem-solving abilities. Children demonstrated the ability to identify simple problems, try various problem-solving strategies, and evaluate outcomes through block play experiences. Social interaction during play also contributed to the development of children’s thinking skills. These findings are consistent with Piaget’s and Vygotsky’s theories, which emphasize the importance of concrete experiences and social interaction in children’s cognitive development.

Permainan Tradisional Ma’boy dalam Meningkatkan Kemampuan Motorik Kasar Pada Anak Usia Dini Multasam, Dewi; Wahira, Wahira; Asrifan, Andi; Herlina, Herlina
Jurnal Riset Multidisiplin dan Inovasi Teknologi Том 4 № 01 (2026): Jurnal Riset Multidisiplin dan Inovasi Teknologi
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jimat.v4i01.2188

The decline in gross motor skills in early childhood due to the dominance of digital activities and the lack of traditional physical games is a major concern in Indonesian Early Childhood Education (PAUD). This study aims to describe the implementation of traditional Ma'boy game activities in early childhood and to determine the description of gross motor skills of early childhood after being given traditional Ma'boy game activities. Ma'boy is a Bugis-Makassar team game that involves throwing a ball into a pile of used milk cans, running to avoid the opponent's throw, and rearranging the can tower. The study used a quantitative approach with a one-group pre-test post-test design on 30 children aged 4-6 years. Implementation data were collected through a Likert observation sheet (1-5), while gross motor skills were measured with the Test of Gross Motor Development-2 (TGMD-2). Data analysis used descriptive statistics and paired t-test (SPSS 26, α=0.05). The results showed excellent implementation of Ma'boy (mean = 4.72, SD = 0.45), with consistently optimal aspects of equipment preparation/hompimpa (4.80), throwing/running (4.70), and ball arrangement/dodging (4.65). Gross motor skills improved significantly from a pre-test mean of 21.80 (moderate category) to a post-test mean of 33.15 (high category), with an increase of Δ = 11.35 points (t = 14.85, p < 0.001, Cohen's d = 3.12). The ball throwing (Δ = 2.40) and running (Δ = 1.80) subtests showed the highest progress, consistent with the game dynamics. The conclusions confirm that Ma'boy is excellent and effective in improving gross motor skills in early childhood. The implications of this study recommend the integration of Ma'boy into the national Early Childhood Education (PAUD) curriculum as a local cultural intervention to address motor deficits caused by a sedentary lifestyle, with recommendations for larger-scale replication of the study using a control group design.

Playing Blocks Against Early Childhood Social-Emotional Development Cinna, Paramidhita Buana; Wahira, Wahira; Asrifan, Andi; Herlina, Herlina
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2174

Play has many roles in a child's development. It's the same with playing blocks. Blocks are toys that we often see in school, blocks are educational games that are made of wood or foam and are played by shaping the desired building. This study aims to determine the influence of block games on children's social-emotional development and to determine the level of early childhood social-emotional development before and after being given block play activities. The research method used the One Group Pretest–Posttest design. In this design, there is only one group of subjects who are given treatment in the form of block play. through pretest and posttest which is carried out using direct observation of the research sample. The data analysis used was descriptive analysis and inferential analysis. The results of the study show that block play activities have a significant and positive influence on improving the social-emotional development of children aged 5-6 years. Descriptively, there was a substantial increase in social-emotional development scores. This is shown by a significant increase in the average score, from 75.38 in the pretest stage to 92.92 in the posttest stage. The results of hypothesis testing using the Wilcoxon Signed Rank Test confirmed the existence of a significant influence. A p-value of 0.001498 was obtained, which is far below the significance level. These findings support the rejection of the Null Hypothesis (), which means that there is a significant difference between pretest and posttest scores.

Co-Authors A. Dzhelilov, Akhtem Abd Al-Lateef, Ghada Tosson Abd. Ghofur abdul Kahar Abdullah, Harun Agussalim, Mutmainnah Ahmad Mustamir Waris Ahmad Mustanir Akil Musi, Muhammad Aksan, Muhammad Al-Matari, Ali Said Al-Yakin, Ahmad Al-Yakin, Ahmad Amir, Muhammad Amitabh Vikram Dwivedi Amran, Nurul Aulia Ramadani Anastasia Baan Andi Anto Patak Andi Mukarramah Nagauleng Andi Nur Aisyah Andi Riska Andreani Syafaruddin Andi Sadapotto Anis Pacinongi Anita Candra Dewi Anita Candra Dewi Apris Ara Tilome Ariatna Arqam, Arqam Asmiaty, Asmiaty Asrullah Asrullah, Asrullah Bangsawan, Andi Besse Darmawati Budi Setia Nusa Buhari Buhari Buniati Suman Cardoso, Luís Miguel Oliveira de Barros Cinna, Paramidhita Buana Dasriani Zain Ecca, Suleha ELIHAMI, ELIHAMI Emy Nur Rahmayani Enriquez, Alexis Arizabal Fadhillah, Nurul Fatimah . Firman Firman Firman Firman Firman Saleh Furwana, Dewi Gül Erkol Bayram Gunawan Gunawan Gunawan Gunawan H Hasmawati Haedar Haedar, Haedar Haeruddin Syarifuddin Hardianti Hardianti, Hardianti Harianti Haryanto NP Hasan Hasan Hasan Suksin Hasanah, Eva Zulfiah Hasnidar Hasnidar Hastina, Sri Heriyanti Heriyanto Heriyanto Herliin, Herlina Herlina Herlina Herlina Herlinawati Herlinawati Herman Herman H, Herman Herman H, Herman H Hussain Hameed Mayuuf Ibna Seraj, Prodhan Mahbub Ibrahim Ibrahim Imran Imran Irwan Yusuf Isumarni Iva, Muhammad Irvan Nur' Iwan Setiawan J, Vargheese K Jahrir, Andi Sahtiani Japaruddin Julianty Julianty Jumiati Lanta Jumrah Jusman Tang K. J. Vargheese K. J. Vargheese K.J Vargheese Kamridah . Kamridah Habe karinda karinda L, Syahrir Lababa Lababa Lababa Lababa Limbong, Sunarlia Luís Miguel Oliveira de Barros Cardoso Luís Miguel Oliveira de Barros Cardoso Lulaj, Enkeleda Maemuna Muhayyang Manda, Ibrahim Mansur, Musdalifah Marhamah, Ainun Maria Teodora Ping, Maria Teodora Maria Ulfa Markus Deli Girik Allo Marzuki, Kartini Maximus L. Nemo Mohamed, Sheik Muh. Irvan Nur Iva Muhammad Hanafi Muhammad Hanafi Muhammad Mujtaba Asad Muhammad Rais Rahmat Muhammad Said Husain Muhammad Shoaib Khan Pathan Muhammad Tahir Muhammad Yusuf Mukhlisin Mukhlisin Muliana, Andi Muliani Multasam, Dewi Musdalifah Musdalifah Musdalifah Mustanir, Ahmad Muthmainnah Muthmainnah Muthmainnah Muthmainnah Nadira, Nadira Nadira, Nadira Nadirah Nadirah . Nadirah Nadirah Nadirah Usman Nadirah, Nadirah NR, Nurdania Nur Azizah Nur Fadhillah Nur Farlina Nur Fitriani Nur Hikmah Nurchalis, Nur Fadillah Nurdiyanti N nurhikmah . Nurhumairah Nurlaila Nurlaila Nurwanti Nurwanti, Nurwanti Oliveira de Barros Cardoso, LuÃs Miguel Oliveira de Barros Cardoso, Luís Miguel Oliveira de Barros Cardoso, Luís Miguel Oliviera De Barros Cardoso, Luis Miguel Patak, Andi Anto Patil, Atul Prodhan Mahbub Ibna Seraj Prodhan Mahbub Ibna Seraj Putra, Benny Putri wulan suci Putri, Waode fitri noviana Rahayu Rahayu Rahmah Muin, Fadhliyah Rahman, Ali Wira Ramlah Ramlan, Pratiwi Rasyid, Rustam Efendy Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Raveenthiran Vivekanantharasa Rusydi S , Sivaraja Safriand, Safriand Sahabuddin, Chuduriah Sahril Nur Saifullah Saifullah Saifullah Saifullah Saleh, Firman Sam Hermansyah Samsidar Siti Hajar Sitti Aisa Sofiah Suardi Zain, Suardi Surahmat Agus Munandar Syahrir L Syahrir L Syamdianita Syamdianita, Syamdianita Syamsuardi Syamsuardi Syarif Jasman Khalik T Syamsu T. Zita, Cris T., Syamsu Tadjuddin posi Tahang, Heriyanti Tahir, M. Hijaz Tang, Syamsu Taslim Taslim Trisnawati AR Tuti Wijayanti Ummi Kalsum Syam Usman Usman Vargheese, K. J Vargheese, K. J. Vargheese, K.J Vargheese, K.J. Vargheese, K.J. Vivekanantharasa, Raveenthiran Vivit Rosmayanti Wahid, Areski Wahira Wahira Wiwik Handayani Yan Chen Yesy Afrillia Yuliana mansyur Yulini Rinantanti Yulini Rinantanti Yusmah Yusmah Zain, Dasriani Zita, Cris T. Zumarina

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