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This Author published in this journals
All Journal Idarotuna : Jurnal of Administrative Science Tamansiswa International Journal in Education and Science (TIJES) Educalingua Journal
Jamiu Temitope Sulaimon
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Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Dynamic Assessment Strategies for Enhancing Reading Comprehension and Student Motivation Farisyah, Ulfi; Jamiu Temitope Sulaimon; Sodiq, Jafar
Educalingua Journal Vol. 3 No. 1 (2025): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v3i1.1673

Abstract

This study explored the impact of dynamic assessment on students’ reading comprehension and motivation in an Indonesian vocational school. English language teaching in Indonesia faces challenges due to diverse student backgrounds and limited support, which often affects learners' proficiency, especially in reading and speaking. A pre-experimental design was used, involving pre-tests, post-tests, and questionnaires to gather data from 35 students. The data were analyzed using SPSS version 25 and quantitative methods. Results showed a noticeable improvement in students’ reading comprehension scores, increasing from a mean of 82 to 89. Students also reported higher motivation, confidence, and engagement in reading activities. These improvements were linked to the personalized and interactive features of dynamic assessment. The study concludes that dynamic assessment is a promising alternative to traditional assessment methods, as it supports individualized learning and enhances student outcomes in reading comprehension and motivation within vocational education contexts.
Evaluating the Efficacy of Early Intervention Programs for Children with Developmental Disorders Moses Adeleke Adeoye; Jamiu Temitope Sulaimon; Samuel Femi Iliasu; Rebecca Omotolani Fawole
Idarotuna : Journal of Administrative Science Vol. 6 No. 1 (2025): May
Publisher : Program Study Office Adminstrative of Akademi Komunitas Teknologi Syarifuddin Lumajang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/idarotuna.v6i1.128

Abstract

This paper explores the critical need for standardised diagnostic methods and comprehensive early intervention programs for children with developmental disorders. Recognising the variability in diagnostic practices and the significant disparities in access to support services, the paper advocates for establishing uniform criteria to enhance early identification and intervention. A review of existing early intervention programs highlights the effectiveness of various approaches, yet also underscores the challenges faced in implementation, including resource limitations, public awareness, and cultural barriers. The paper emphasises the importance of family involvement in the intervention process, noting that empowered families can significantly influence developmental outcomes. In conclusion, establishing standardised diagnostic methods and comprehensive early intervention programs is essential for supporting children with developmental disorders. By fostering collaboration among stakeholders and empowering families, we can create a more equitable framework that enhances developmental outcomes for all children. By addressing these interconnected issues, this paper contributes to the ongoing discourse on improving early intervention services for children with developmental disorders, advocating for a more equitable and practical framework that supports the diverse needs of children and their families.
Students’ Stress and Anxiety Analysis based on the Demographic Factors Lulu Fatihatul Uyun; Sisca Wulandari; Nurul Setiani; Ilfi Intansari; Angel Putri; Jamiu Temitope Sulaimon
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 5 No 2 (2024): April 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v5i2.12885

Abstract

Students frequently face difficulties in academic management causing mental health disorders such as anxiety, stress, and even depression. This research aims to describe the level of stress and anxiety experienced by students. The current study applied a descriptive quantitative with a non- probability sampling procedure and a saturated sampling technique on 27 students as its respondents. The Depression Anxiety Stress Scale 21 (DASS 21) was used to measure the stress and anxiety level with the respect of age, job, and residence.
Co-Authors Angel Putri Farisyah, Ulfi Ilfi Intansari Jafar Sodiq, Jafar Lulu Fatihatul Uyun Moses Adeleke Adeoye Nurul Setiani Rebecca Omotolani Fawole Samuel Femi Iliasu Sisca Wulandari