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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan BAHASTRA Profesi Pendidikan Dasar Open Access DRIVERset
Nico Irawan
Stamford International University
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Integrating Artificial Intelligence (AI) into EFL in Higher Education: Challenges and Opportunities for Indonesian Teachers and Students Sitti Maryam Hamid; Andi Bulkis Maghfirah Mannong; Saiful Saiful; Nico Irawan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7717

Abstract

Artificial intelligence (AI) is increasingly embedded in English as a Foreign Language (EFL) learning, offering both pedagogical opportunities and challenges in higher education. Understanding how teachers and students employ AI platforms is essential to optimize their benefits while addressing potential risks. This study employed a mixed-methods approach at a private university in Makassar. Quantitative data were collected through surveys involving 70 students and 35 English teachers, while qualitative insights were obtained from in-depth interviews with 30 students and 15 teachers. Data triangulation ensured reliability across survey and interview findings. Survey results showed differences in AI platform usage between teachers and students. Teachers primarily used QuillBot for paraphrasing, Turnitin for plagiarism detection, ChatGPT for chatbots, and Hello English for English-based learning. Students favored HIX.AI for paraphrasing, GPTZero for plagiarism, DeepSeek for chatbot interaction, and ELSA for English practice. Both groups frequently used DeepL as a translation tool. Interview data revealed challenges for teachers, including balancing facilitator roles with AI use, limited platform updates, accessibility barriers, and high costs of premium versions. Students’ challenges included overreliance on AI and limited access due to paid subscriptions. The findings highlight both opportunities and constraints in AI-assisted EFL learning. While AI enhances personalization and efficiency, it risks dependency and inequity in access. The study underscores the need for digital literacy training for teachers, institutional support for equitable access, and the development of adaptive AI-based learning models tailored to local contexts.
Digital Library with Disaster Mitigation Content to Enhance Elementary Students’ Reading Literacy and Environmental Care Nurul Istiq'faroh; Suryanti Suryanti; Hendratno Hendratno; Rosniwaty Rosniwaty; Amiruddin Hadi Wibowo; Nico Irawan
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.14553

Abstract

This study examined the effectiveness of a digital library featuring illustrated stories with disaster mitigation content in enhancing reading literacy and environmental care among elementary students. The programme addressed the issue of a lack of individuals possessing adequate reading and writing skills, while concurrently emphasising the significance of imparting environmental education to children from an early age, a particularly salient consideration in regions such as Indonesia, where there is a high incidence of natural disasters. The present study employed a quantitative one-group pretest–posttest design, with 30 fourth-grade students (aged 9–10 years) being selected through purposive sampling. The instruments comprised a reading literacy test and a Likert-scale measure of attitudes towards environmental care. Due to non-normal distribution, data were analysed using the Wilcoxon signed-rank test. The results revealed significant improvements in reading literacy and environmental care attitudes, with all students achieving positive ranks. There were no declines recorded, and positive effects were evident in terms of students’ enthusiasm, active participation, and ability to connect stories with real-life disaster experiences. These results show that combining digital illustrated stories with disaster mitigation content is an effective way to support literacy development, character education and environmental awareness.
Gamified digital media: Innovative media for strengthening first grade elementary students' writing literacy Cerianing Putri Pratiwi; Heny Kusuma Widyaningrum; Nico Irawan
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA (In Progress)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v46i2.2068

Abstract

This study aimed to develop gamification-based digital media as an innovative learning tool to strengthen the writing literacy of first-grade elementary school students. The research used a Research and Development (R&D) method with the ADDIE model. Data were collected through expert validation questionnaires, teacher and student evaluation questionnaires, and writing skills tests. The results showed that the developed media had a high feasibility level, with material expert validation scores of 81.7 (very feasible) and media expert scores of 80.2 (feasible). User evaluations also showed very positive responses, with average scores of 82.0 from teachers and 82.75 from students. The effectiveness test results indicated that students who learned using gamification-based digital media had an average writing literacy ability of 85.71, higher than the conventional learning group at 77.50, with a statistically significant difference (t = 3.867; p < 0.001). This finding shows that integrating gamification elements can boost student engagement while also supporting the development of early writing skills through a more interactive, gradual, and motivating learning experience. This study offers theoretical contributions to the development of gamification-based literacy learning, pedagogical contributions as an alternative, more innovative writing teaching strategy, and practical contributions by providing effective digital media to support the enhancement of elementary students' writing literacy.
Improving Phase C Students’ Persuasive Text Comprehension through DRTA Assisted by Advertisement Card Media Annisa Safa Nur Aini; Heny Kusuma Widyaningrum; Nur Samsiyah; Nico Irawan; Annisa Safa Nur Aini; Heny Kusuma Widyaningrum; Nur Samsiyah; Nico Irawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.7

Abstract

This study was conducted to examine the effectiveness of the Directed Reading Thinking Activity (DRTA) model supported by advertisement card media in improving persuasive text reading comprehension skills among Phase C elementary school students. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 15 fifth-grade elementary school students. Data were collected through multiple-choice reading comprehension tests administered before and after the treatment. The results indicated a statistically significant improvement in students’ reading comprehension skills following the implementation of the DRTA model assisted by advertisement card media. This finding was supported by the results of the t-test, which yielded a p-value of 0.03 (p < 0.05). Prior to the treatment, the students’ mean score was 70, which increased to 80.66 after the treatment. Data analysis was conducted using a normality test followed by a t-test at a 5% significance level. Therefore, the DRTA model integrated with advertisement card media is effective in improving persuasive text reading comprehension skills among Phase C students.
Improving Phase C Students’ Persuasive Text Comprehension through DRTA Assisted by Advertisement Card Media Annisa Safa Nur Aini; Heny Kusuma Widyaningrum; Nur Samsiyah; Nico Irawan; Annisa Safa Nur Aini; Heny Kusuma Widyaningrum; Nur Samsiyah; Nico Irawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.7

Abstract

This study was conducted to examine the effectiveness of the Directed Reading Thinking Activity (DRTA) model supported by advertisement card media in improving persuasive text reading comprehension skills among Phase C elementary school students. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 15 fifth-grade elementary school students. Data were collected through multiple-choice reading comprehension tests administered before and after the treatment. The results indicated a statistically significant improvement in students’ reading comprehension skills following the implementation of the DRTA model assisted by advertisement card media. This finding was supported by the results of the t-test, which yielded a p-value of 0.03 (p < 0.05). Prior to the treatment, the students’ mean score was 70, which increased to 80.66 after the treatment. Data analysis was conducted using a normality test followed by a t-test at a 5% significance level. Therefore, the DRTA model integrated with advertisement card media is effective in improving persuasive text reading comprehension skills among Phase C students.
Co-Authors Amiruddin Hadi Wibowo Andi Bulkis Maghfirah Mannong Annisa Safa Nur Aini Annisa Safa Nur Aini Cerianing Putri Pratiwi HENDRATNO Heny Kusuma Widyaningrum Nico Irawan Nur Samsiyah, Nur Nurul Istiq'faroh Rosniwaty Rosniwaty Saiful Saiful Sitti Maryam Hamid Suryanti