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All Journal Jurnal Eduscience (JES) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Adidaya : Jurnal Aplikasi Pendidikan dan Sosial Budaya Journal of Computer Science Advancements International Journal of Educatio Elementaria and Psychologia
Dewi Ismu Purwaningsih
Universitas Tanjungpura
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Other

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Psychological Problems in English Presentations Experienced by Students of the English Education Study Program at UNU Kalbar Nizarrahmadi Nizarrahmadi; Dewi Ismu Purwaningsih; Abdul Mujib; Muhammad Sood; Muhammad Yassin; Dita Septiana
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 4 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i4.2995

Abstract

This research investigates the psychological challenges experienced by second-semester students of the English Education Study Program at UNU Kalbar during English presentation activities. A qualitative descriptive method was employed to provide a clear overview of the affective barriers influencing students’ speaking performance. Data were collected through an 18-item questionnaire supported by semi-structured interviews to obtain a comprehensive understanding of their experiences. The analysis focused on six psychological aspects: lack of confidence, shyness, fear of making errors, anxiety, low motivation, and concern about criticism. The findings reveal that many students experience considerable nervousness, hesitation, and reduced motivation when presenting in English. Fear of criticism and low motivation appear as the most dominant barriers. These psychological issues limit students’ ability to express ideas clearly and hinder their overall performance. Therefore, the study recommends that lecturers implement motivational teaching strategies, create supportive and low-stress learning environments, and provide constructive, non-judgmental feedback to help students overcome psychological obstacles and improve their English presentation skills.
INCLUSIVE EDUCATION IN PRIMARY SCHOOLS: EVIDENCE-BASED STRATEGIES FOR SUPPORTING LEARNERS WITH SPECIAL EDUCATIONAL NEEDS Jamil Khan; Razia Khan; Khalil Zaman; Dewi Ismu Purwaningsih
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3424

Abstract

Inclusive education in primary schools has become a central priority in global education agendas, emphasizing the right of learners with special educational needs to access quality education within mainstream classrooms. Despite strong policy commitments, effective classroom-level implementation remains uneven, highlighting the need for evidence-based strategies that translate inclusion principles into practice. This study aims to identify and examine evidence-based instructional and organizational strategies that effectively support learners with special educational needs in inclusive primary school settings. The study employed a mixed-methods design combining systematic evidence review, classroom observations, semi-structured interviews, and analysis of school documents across multiple inclusive primary schools. Quantitative descriptive and inferential analyses were integrated with qualitative thematic analysis to examine strategy implementation and learner outcomes. The findings indicate that differentiated instruction, individualized support services, and collaborative teaching practices significantly enhance learner participation, engagement, and classroom inclusion. Inferential analysis demonstrates that higher levels of strategy implementation are associated with stronger learner engagement, while qualitative findings reveal improved peer interaction, confidence, and instructional responsiveness. The study concludes that inclusive education is most effective when evidence-based strategies are implemented coherently and systematically. Sustainable inclusion in primary schools requires alignment between empirical evidence, instructional practice, and institutional support to ensure equitable learning opportunities for learners with special educational needs.
Analysis of the Impact of Social Media as a Learning Tool in Language Subjects Usup Usup; Dewi Ismu Purwaningsih
Journal of Computer Science Advancements Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jsca.v2i4.1324

Abstract

Integrating digital platforms in education has seen a notable shift in incorporating social media to enhance learning experiences. In language education, social media platforms offer interactive, engaging environments that can improve language acquisition and proficiency. This study aims to analyze the effectiveness of social media as a learning tool in language subjects, focusing on its impact on student engagement and language proficiency. A mixed-method approach was utilized, combining quantitative surveys and qualitative interviews with 200 high school students who used social media for language learning. The quantitative data were analyzed using statistical techniques to measure engagement and proficiency, while thematic analysis was applied to the qualitative data to explore student perceptions and experiences. The findings indicate that students using social media for language learning reported higher levels of engagement and demonstrated significant improvement in language proficiency compared to those using traditional methods. The interactive and collaborative nature of social media was found to facilitate more practical language use, which is critical for learning. Social media can significantly enhance student engagement and language proficiency when effectively integrated into language learning curricula. Educators are encouraged to explore and utilize social media platforms to create more dynamic and responsive language learning environments.
BALANCING INNOVATION AND INTEGRITY: STUDENTS' PRACTICES IN USING AI FOR ACADEMIC AND CREATIVE TASKS Atiqa Nur Latifa Hanum; Dewi Ismu Purwaningsih
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8096

Abstract

Purpose- This study aims to describe students' practices in using AI as a creative partner in coursework, analyze strategies that support creativity and critical thinking, and explore ethical challenges, including plagiarism.Methodology- This is a qualitative phenomenological approach; data were collected through non-participant observations and in-depth interviews with students and librarians from five universities in Pontianak. The study also utilized secondary sources and NVivo software to manage, code, and visualize data.Finding- The findings reveal that students use AI tools such as ChatGPT, Google Bard, and other AI-based platforms to complete assignments, search for references, and create multimedia content. AI was reported to increase efficiency, support creative exploration, and personalize learning experiences. However, risks such as overdependence, plagiarism, and reduced independent thinking were also evident. Educators emphasized the need for digital and AI literacy training to ensure ethical and responsible use of AI.Contribution- AI provides significant benefits in supporting academic and creative tasks but simultaneously poses ethical and pedagogical challenges. The study recommends developing institutional policies, training programs, and guidelines that balance innovation with academic integrity.
PENGARUH MULTIMEDIA INTERAKTIF PADA KEMAMPUAN PENGAJARAN MENDENGARKAN SISWA KELAS DELAPAN MTs AL-FATWA Irawati; Nizarrahmadi; Alvina Yolanda; Dewi Ismu Purwaningsih
ADIDAYA : Aplikasi Pendidikan dan Sosial Budaya Vol 2 No 3 (2025)
Publisher : Pengelola Jurnal Politeknik Negeri Ketapang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58466/g3p92n03

Abstract

This study aims to determine whether interactive multimedia that teaches listening skills can affect students' listening scores in eighth- grade students of Mts Al-Fatwa. The research design used is Quasi- Experimental. The population of this study was all Mts Al-Fatwa students, and the sampling used the eighth grade which amounted to 28 students. Pre-test and post-test were the tools utilized to gather data. An independent t-test was used to statistically examine the pre-test and post-test data. The conclusion on the independent t-test is 3.992 > 1.701. So H0 is rejected and HA is accepted because the t-count is greater than the t-table.
GAYA BELAJAR BAHASA INGGRIS SISWA DI KELAS IX MTS AL-MUSTAKIM 1 ARANG LIMBUNG Rika Rika; Nizarrahmadi; Alvina Yolanda; Dewi Ismu Purwaningsih
ADIDAYA : Aplikasi Pendidikan dan Sosial Budaya Vol 2 No 3 (2025)
Publisher : Pengelola Jurnal Politeknik Negeri Ketapang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58466/fk4h0r49

Abstract

This research discussed the students’ learning styles in learning English. Learning style is a crucial thing that must be considered. student learning style is an important thing in the teaching and learning process. The aim of this study was to identify students' preferred learning styles. and the most dominates learning style of students in learning English at the ninth grade of MTS Al-Mustaqim 1 Arang Limbung. A qualitative descriptive is used in this research methodology. Students from Madrasah Snawiyah Al-Mustaqim 1, Arang Limbung's ninth grade were the study's subjects. The data collection techniques used are questionnaires, interviews, and documentation. The results showed that the learning styles of students at MTs Al-mustaqim 1 Arang Limbung were very diverse. There are visual, auditory, and kinesthetic learning styles. And the type of visual learners as many as 40 students (57%), auditory learners as many as 19 students (27%) and kinesthetic learners as many as 10 students (14%). As a result, the visual learner type is more dominant than the kinesthetic and auditory.
Co-Authors Abdul Mujib Alvina Yolanda Atiqa Nur Latifa Hanum Dita Septiana Irawati Jamil Khan Khalil Zaman Muhammad Sood Nizarrahmadi Nizarrahmadi Nizarrahmadi Razia Khan Rika Rika Usup Usup Yassin, Muhammad