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All Journal Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Ta'dib GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Journal of Innovative and Creativity Jurnal Prasasti Ilmu Edumaspul: Jurnal Pendidikan Maspul Journal of English Studies (Majesty)
Ita Sarmita Samad
Universitas Negeri Makassar
Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Deep learning to optimize literacy intervention with educational games in elementary schools Ismail Ismail; Rahmat; Muhammad Junaedi Mahyuddin; Ita Sarmita Samad; Suarti Djafar
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 14 No. 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v14i1.21665

Abstract

This study examines the impact of deep learning-supported game-based learning on literacy skills in primary school students in Indonesia. A four-month intervention involving 32 fifth-grade students used adaptive educational games to target phonemic awareness, vocabulary, and reading comprehension. Utilizing a quasi-experimental design with pre-test and post-test assessments, the study found an average literacy score increase of 31.84 points post-intervention. Students from lower socioeconomic backgrounds showed the greatest improvement, indicating the potential of adaptive, technology-assisted education to reduce learning disparities. The use of deep learning models to personalize feedback and adjust content to individual needs was key to enhancing student engagement. The findings suggest that integrating deep learning with game-based learning can significantly boost literacy outcomes, especially in under-resourced settings. Further research is recommended to evaluate these interventions across broader populations and extended timelines
Students’ Perceptions on Interactive eBook with Self-Directed Learning Approach Ita Sarmita Samad; Umiyati Jabri; Ismail Ismail; Muawal Al As'ary
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

Penggunaan eBook interaktif dalam proses pembelajaran di era digital saat ini dianggap mampu memberikan dukungan positif terhadap peningkatan kemampuan akademik siswa. Para akademisi berlomba-lomba mengembangkan eBook interaktif di bidangnya sebagai salah satu upaya pembaruan dan peningkatan kualitas belajar mengajar. Salah satunya adalah pengembangan buku elektronik di Unviersitas Muhammadiyah Enrekang berupa buku ajar interaktif Bahasa Inggris dasar untuk mahasiswa Non Pendidikan Bahasa Inggris. Penelitian ini bertujuan untuk mengidentifikasi persepsi pengguna (mahasiswa) terhadap penggunaan eBook tersebut khususnya dalam meningkatkan kemampuan menyimak Bahasa Inggris. Penelitian ini menggunakan desain penelitian kuantitatif dengan metode survei. Instrumen yang digunakan untuk mengumpulkan data adalah kuesioner. Data yang dikumpulkan terdiri atas 4 kategori yakni, perasaan mahasiswa terhadap penggunaan eBook, manfaat eBook, kekurangan eBook, dan karakter SDL. Terdapat 189 siswa sebagai sampel dalam penelitian ini yang dipilih menggunakan teknik total sampling. Hasil penelitian menunjukkan bahwa para siswa senang menggunakan eBook dan oleh karena itu mereka berpikir bahwa eBook dapat membantu mereka memperluas kosakata dan pemahaman mereka. Selain itu, eBook interaktif dapat mengembangkan kemampuan belajar mandiri mereka. Namun kekurangan dari penggunaan eBook ini yaitu dapat menghabiskan kuota internet cukup banyak.
Exploratory Study of the Integration of Socio-Emotional Learning in English Language Learning in Primary School: Opportunities and Challenges Ita Sarmita Samad; Mustakim Mustakim; Fitriyani Fitriyani; Ismail Ismail
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9180

Abstract

This study aims to explore the forms and strategies of integrating Social Emotional Learning (SEL) in English learning in elementary schools, as well as identify opportunities and challenges that arise in its implementation. This study uses a qualitative approach with an exploratory study design. The research subjects consisted of six female English teachers who taught elementary school students in English course institutions. Data was collected through in-depth interviews and classroom observations, then analyzed using a thematic analysis approach. The results show that teachers have implicitly integrated SEL principles in learning practice through various strategies, such as creating a positive and inclusive learning atmosphere, using collaborative activities such as games and storytelling, and providing positive reinforcement to foster students' empathy and confidence. SEL integration has been proven to open opportunities for strengthening social relationships between students, increasing learning motivation, and developing a more balanced character between cognitive and affective aspects. However, this study also found a number of challenges, including time constraints, the dominant focus on learning aspects, and the lack of teacher training in the systematic implementation of SEL. The results of this study confirm the importance of institutional support and the development of contextual SEL-based learning models in English learning at the elementary school level.
The Role of Case-Based Learning in Developing Students' Critical Thinking of Chinese Language Study Program Ita Sarmita Samad; Mir'ah Azizah; Nur Nasharuddin Noni
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.3599

Abstract

The purpose of this study is to examine the extent to which Case-Based Learning (CBL) plays a role in developing critical thinking skills of students of the Chinese Language Education Study Program. Critical thinking skills are seen as one of the main competencies in 21st-century higher education, especially in foreign language learning which requires students not only to master linguistic aspects, but also to understand the socio-cultural context. This study used a quasi-experimental design with a non-equivalent control group pattern involving 40 students in the odd semester of 2024/2025, consisting of 20 experimental group students taught with CBL and 20 control group students taught by conventional methods in the form of lectures and practice questions. The research instrument is in the form of a critical thinking essay test based on the California Critical Thinking Skills Test (CCTST) indicator, which is validated by experts and tested for reliability. Pretest and posttest results data were analyzed using normalized gain (N-gain) scores to assess learning effectiveness. The results showed that the experimental group obtained an average N-gain of 0.763 (high category) with a range of 0.54–1.00, while the control group only achieved an average N-gain of 0.45 (medium category) with a range of 0.23–0.80. These differences in achievement confirm that CBL is more effective than conventional methods in improving students' ability to analyze, evaluate, and interpret. Thus, it can be concluded that the application of CBL makes a significant contribution to the development of students' critical thinking skills, as it encourages them to connect theory with practice through authentic case analysis. These findings recommend that CBL be systematically integrated into the Chinese language learning curriculum to produce graduates who are critical, reflective and adaptive in the face of global challenges.
Enhancing Quality Education Through Cooperative Learning in Remote Area Mustakim Mustakim; Ita Sarmita Samad; Umiyati Jabri; Ismail Ismail; Elihamid Elihamid
Ta'dib Vol 28 No 1 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i1.14950

Abstract

Access to quality education in remote areas remains a global challenge, particularly in achieving Sustainable Development Goal 4 (SDG 4). This study explores the effectiveness of cooperative learning strategies in addressing educational disparities faced by students in rural communities in South Sulawesi, Indonesia. A qualitative approach was employed, involving semi-structured interviews with 12 teachers and 24 students from four public junior and senior high schools in isolated mountainous villages. Classroom observations were also conducted to triangulate the data. Thematic analysis revealed that cooperative learning enhanced studentsÔÇÖ critical thinking, encouraged active participation, and improved peer collaborationÔÇöespecially when supported by teacher facilitation, culturally relevant materials, and low-tech group projects. However, challenges such as limited access to learning materials, unstable electricity, and language diversity emerged as barriers. Students shared that working in groups helped them ÔÇ£grasp difficult topicsÔÇØ and ÔÇ£build confidence to express opinions.ÔÇØ The study underscores the potential of cooperative learning to reduce educational inequality in under served regions, while also highlighting the need for longitudinal research on the integration of emerging technologies such as AI and VR in remote settings. The findings provide practical recommendations for educators, policymakers, and stakeholders committed to inclusive and sustainable rural education aligned with SDG 4.
Enhancing Student Engagement and Critical Thinking through the AERO Staged Pedagogy in EFL Higher Education Umiyati Jabri; Ismail ismail; Ita Sarmita Samad
Majesty Journal Vol. 7 No. 2 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.6

Abstract

This study investigates the implementation of the AERO (Activation → Exploration → Reflection → Outcome) framework as a staged pedagogy to enhance student engagement and critical thinking skills among English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Enrekang, Indonesia. Employing a mixed-method design with a pre-experimental one-group pretest–posttest approach, the research involved 22 undergraduate students enrolled in an academic writing course. Quantitative data were collected through a student engagement questionnaire and a critical thinking test adapted from the Watson–Glaser Critical Thinking Appraisal (WGCTA), while qualitative data were obtained from classroom observations and focus group discussions (FGD). Results revealed moderate to high engagement across cognitive, affective, and behavioral dimensions, supported by qualitative evidence of increased participation, motivation, and collaboration during the staged activities. Although the improvement in critical thinking test scores (M_pre = 3.73; M_post = 4.27) was not statistically significant (p > .05), qualitative findings demonstrated notable cognitive shifts toward analytical, evaluative, and reflective reasoning. The AERO stages fostered progressive scaffolding, transferring learning responsibility from teacher to student while promoting reflective, evidence-based argumentation. Theoretically, this study contributes to EFL pedagogy by linking three engagement dimensions with four critical thinking subskills within a coherent process model. Practically, AERO offers a replicable design framework for fostering student-centered learning, reflective inquiry, and critical literacy in EFL classrooms. Recommendations for future research include extending the intervention period and exploring AERO’s application in digital or hybrid learning contexts.
Exploration of Elementary School Students' Perceptions of the Effectiveness of Storytelling in English Learning Ita Sarmita Samad; Sry Wahyuni; Hasriani G Hasriani G
Majesty Journal Vol. 7 No. 2 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.9

Abstract

English learning in primary schools still faces the challenge of low student motivation and engagement. One approach that is considered effective to overcome this is storytelling, This study aims to explore students' perceptions of the use of storytelling methods in English language learning. This study uses descriptive quantitative approach with a survey method on 140 students in grades IV–VI SDN 013 Penajam. The instrument is a Likert scale questionnaire with 20 statements that cover two main dimensions: perceptions of the effectiveness of storytelling in English language learning and views on its social-emotional impact. Data were analyzed using descriptive statistics with the help of SPSS version 26 as well as thematic analysis for open-ended answers. The results showed that students had a very positive perception of the use of storytelling (M = 3.63). The highest aspect is storytelling that encourages imagination (M = 3.79), while the confidence aspect of speaking still needs to be strengthened. In addition to academic benefits, storytelling also increases empathy, cooperation, and the ability to express opinions. The qualitative analysis revealed four main themes: (1) learning becomes more enjoyable, (2) vocabulary comprehension increases, (3) courage and empathy develop, and (4) the expectation of more varied use of digital storytelling. Storytelling has been shown to be effective in improving motivation, contextual understanding, and social-emotional development of elementary school students. Therefore, the integration of storytelling and digital storytelling in the basic English curriculum is recommended as a humanistic, creative, and student-centered learning strategy.
CLIL in Action: Enhancing Academic Writing and Content Knowledge in Indonesian University Students Ita Sarmita Samad; Ismail Ismail; Mutmainnah M. Dyah; Fatmawati Fatmawati
Majesty Journal Vol. 7 No. 1 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i1.15

Abstract

This study investigates the effectiveness of Content and Language Integrated Learning (CLIL) in enhancing English writing proficiency and content knowledge among undergraduate students at Universitas Muhammadiyah Enrekang, Indonesia. A mixed-methods design was employed, combining quantitative pre-test and post-test assessments with qualitative surveys and classroom observations. The quantitative results revealed significant improvements in students' writing skills, particularly in structure, coherence, vocabulary, and grammar, with large effect sizes observed across these components. Additionally, students demonstrated considerable gains in their understanding of academic content, specifically in concept comprehension and terminology mastery. The qualitative data further supported these findings, with students reporting increased confidence in their academic writing and better integration of content knowledge and language. Classroom observations indicated that the structured writing tasks within CLIL lessons allowed students to better organize their thoughts and express complex ideas in English. However, the study also identified challenges, particularly in mastering academic terminology and integrating complex content with language learning. These findings suggest that CLIL is an effective pedagogical approach for improving both language proficiency and content knowledge, particularly in non-native English-speaking contexts. The study also highlights the importance of targeted vocabulary instruction and scaffolded content delivery to address the challenges faced by students. The results provide valuable insights into how CLIL can be adapted to enhance the quality of education in Indonesian higher education, particularly in regions with lower English proficiency. Future research could explore the long-term effects of CLIL and its potential for wider implementation across different academic disciplines in Indonesia.
Deep Learning-Assisted Feedback in Academic Writing: Effects on EFL Students’ Revision Skills Umiyati Jabri; Elihami Elihami; Ita Sarmita Samad; Ismail Ismail
Majesty Journal Vol. 8 No. 1 (2026): Technology Mediated Langauge Learning, Teaching and Assessment
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v8i1.44

Abstract

Background: The increasing use of artificial intelligence in higher education has expanded the role of deep learning-assisted feedback in academic writing instruction, particularly in EFL contexts. Although prior studies have shown its potential to improve writing performance, limited research has examined how such feedback influences revision skills through student engagement and digital literacy, especially in regional higher education settings. Purpose: This study investigated the effect of deep learning-assisted feedback on EFL students’ revision skills in academic writing, the revision types most influenced by the feedback, and its contribution to the improvement of writing quality. Methods: A quantitative correlational design was employed involving 22 undergraduate students in an academic writing course at Universitas Muhammadiyah Enrekang, Indonesia. Data were collected through questionnaires, revision coding of students’ drafts, and writing quality scores before and after revision. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), supported by descriptive statistics of revision types and writing improvement. Results: The findings showed that deep learning-assisted feedback had a positive and significant direct effect on revision skills and an indirect effect through student engagement. Digital literacy also strengthened the relationship between feedback and engagement. Surface-level revision was the most frequent type of revision, followed by meaning-level and structural revision. In addition, students’ writing quality improved substantially after the revision process, as indicated by the increase from a mean pre-revision score of 64.64 to a mean post-revision score of 84.00. Conclusion: Deep learning-assisted feedback contributed positively to EFL students’ revision skills and writing quality. Its effectiveness was enhanced by student engagement and digital literacy, suggesting that AI-assisted feedback can function as a meaningful pedagogical support in academic writing, particularly in emerging regional higher education contexts.
PENDAMPINGAN PENULISAN ARTIKEL ILMIAH MELALUI TUTORIAL ONLINE BAGI MAHASISWA PGSD Ita Sarmita Samad; Sry Wahyuni; Muawwal Al As'ary; Imam Akbar; Muh Anwar
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 4 No 02 (2026): APRIL 2026
Publisher : Media Inovasi Pendidikan dan Publikasi

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

Abstract

Kegiatan pengabdian ini bertujuan meningkatkan kemampuan penulisan artikel ilmiah mahasiswa PGSD melalui tutorial online berbasis mentoring akademik. Permasalahan utama yang dihadapi adalah rendahnya kemampuan menulis ilmiah, meliputi penentuan topik, penyusunan struktur artikel, pengembangan kajian pustaka, dan penggunaan sitasi digital pada mahasiswa di Universitas Terbuka yang menjalankan pembelajaran jarak jauh dengan karakteristik belajar mandiri dan fleksibel. Metode pelaksanaan menggunakan pendekatan partisipatif kolaboratif melalui tahapan analisis kebutuhan, perencanaan bersama mahasiswa, pelaksanaan tutorial online, pelatihan literasi digital, pendampingan penulisan draft artikel, serta evaluasi dan refleksi. Hasil menunjukkan peningkatan kemampuan menulis ilmiah dari 58,2% menjadi 81,7%. Peningkatan paling signifikan terjadi pada literasi sitasi digital dari 30,1% menjadi 82,3%. Selain itu, terjadi peningkatan partisipasi aktif mahasiswa, kualitas draft artikel, serta terbentuknya komunitas belajar kolaboratif dengan munculnya peer facilitator. Temuan ini menunjukkan bahwa tutorial online berbasis mentoring efektif dalam meningkatkan literasi akademik mahasiswa PGSD.
Co-Authors Elihami Elihami Elihamid Elihamid Ernawati Ernawati Fatmawati Fatmawati Fitriyani, Fitriyani Hasriani G Imam Akbar Ismail Mahyuddin, Muhammad Junaedi Mir'ah Azizah Muawal Al As'ary Muawwal Al As'ary Muawwal Al As’ary Muh Anwar Mustakim Mustakim Mutmainnah M. Dyah Nirdayanti Mustarih Nur Nasharuddin Noni Rahmat Sry Wahyuni Suarti Djafar Umiyati jabri