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All Journal Foreign Language Instruction Probe Jurnal Ilmiah Betrik : Besemah Teknologi Informasi dan Komputer SeLEC Sustainable
T. Sy. Eiva Fatdha
Universitas Sains dan Teknologi Indonesia
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Redesign UI/UX Perpustakaan Digital UNRI Berbasis Mobile Dengan Fitur Auto Layout Menggunakan Metode Five Planes novriandhandy; Unang Rio; Karpen; T. Sy. Eiva Fatdha
BETRIK Vol. 16 No. 03 (2025): Jurnal Ilmiah BETRIK : Besemah Teknologi Informasi dan Komputer
Publisher : PPPM Institut Teknologi Pagar Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36050/tgwfdc92

Abstract

The rapid development of digital technology has increased the demand for high-quality user interface (UI) and user experience (UX) design in online services, including the Riau University (UNRI) Digital Library, which has been available since 2016 as an academic resource platform. An evaluation using the User Experience Questionnaire (UEQ) revealed weaknesses in attractiveness and novelty, which reduced user satisfaction. This study aims to redesign the UI/UX of the UNRI Digital Library mobile application by applying the auto layout feature in Figma with the Five Planes framework (strategy, scope, structure, skeleton, surface). The research employed a mixed approach, including literature study, interviews with the library administrator, and UEQ surveys distributed to 100 active students as primary users. The redesigned prototype was evaluated with UEQ, and the results indicated improvement across all dimensions, particularly in attractiveness and novelty, which previously scored negative. The integration of auto layout enhanced design efficiency and consistency. The findings demonstrate that applying the Five Planes method supported by responsive design features can produce a more modern, intuitive, and engaging interface. This study provides practical implications for the development of digital library systems and theoretical contributions to mobile-based UI/UX design research.           
Augmented Reality in Integrated Sustainability Concept for English Language Learning Dewi Sari Wahyuni; T. Sy. Eiva Fatdha
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.828

Abstract

This position paper examines the integration of Augmented Reality (AR) into a comprehensive sustainability framework for English Language Learning (ELL) in Indonesian higher education. The exponential growth of immersive learning technologies, coupled with the global imperative articulated through Education for Sustainable Development (ESD) and Sustainable Development Goal 4, has placed unprecedented pressure on language educators to design pedagogies that are simultaneously technologically rich and ethically grounded. However, current literature treats AR-enhanced language learning and sustainability-oriented language education as parallel discourses with limited theoretical convergence. This paper addresses this gap by proposing a conceptual framework that integrates AR affordances with the principles of integrated sustainability, encompassing ecological, social, economic, and pedagogical dimensions. Drawing on a systematic review of 48 Scopus-indexed publications and adopting a conceptual-analytical method of inquiry, the analysis identifies three thematic findings: the fragmentation of AR-ELL and sustainability discourses, the structural conditions that sustain this fragmentation, and the transformative potential of integration. The paper contributes a five-dimensional framework, the AR-ISC model, and offers recommendations for curriculum design, teacher education, and future empirical validation, particularly within Indonesian and broader Global South contexts.
Augmented Reality in English Language Learning: Now and Then Dewi Sari Wahyuni; T. Sy. Eiva Fatdha
Studies in Language, Education, and Culture (SeLEC) Vol. 2 No. 1 (2026): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v2i1.1437

Abstract

Augmented Reality has shifted from being a novelty technology in English Language Learning to an established pedagogical infrastructure in fewer than two decades. This position paper This position paper argues that the field is now entering a third generation in which AR's value is no longer derived from the technology itself but from its integration with artificial intelligence, mobile ubiquity, and learner-centered task design. Using a structured narrative review combined with a Scopus bibliometric mapping of 398 documents published between 2007 and 2026, the study traces the evolution of AR-supported English learning across three periods: a foundational period (2007-2016) dominated by marker-based and barcode prototypes, a mainstreaming period (2017-2021) shaped by mobile AR and learning theory, and a convergent period (2022-2026) characterized by an explosive growth of empirical work, with two thirds of all indexed publications appearing in this most recent five-year window. The findings indicate that AR consistently produces moderate-to-large positive effects on linguistic and affective outcomes, but that effects are uneven across skills, age groups, and contexts. The paper takes the position that further research should move beyond demonstrating that AR works, and instead address how AR-enhanced English instruction should be designed, governed, and integrated with generative AI in ways that protect equity, teacher agency, and pedagogical coherence. Implications for curriculum designers, teacher educators, and policymakers in English as a Foreign Language contexts are discussed, with particular attention to low-resource settings such as Indonesia, where mobile-first AR deployment offers a credible pathway to scale immersive English instruction.
Climate Action in English for Computer Science Dewi Sari Wahyuni; T. Sy. Eiva Fatdha
Sustainable Vol. 8 No. 2 (2025): Transforming Education: Digital Integration, Strategic Assessment, and Sustaina
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/hx8rag64

Abstract

This study examines the integration of climate action concepts, specifically green computing and computing for green, into English language learning for computer science students using the Content and Language Integrated Learning (CLIL) approach. English Language Learners (ELLs), most of whom are non-native English speakers (NNES) in the field of Computer Science, require a language learning model that not only improves linguistic skills but also fosters awareness and active participation in global climate change issues. Through qualitative methods, including a literature review, CLIL classroom observations, and interviews with instructors, this study identifies best practices in designing content-integrated English language curricula that combine language proficiency and ecological literacy. Green computing principles are applied not only in learning materials but also in research methods to reduce carbon footprints. Findings indicate that integrating sustainability topics into English language learning within the context of Computer Science effectively enhances students' language skills and environmental awareness. Students become more motivated to act as agents of change in preserving the environment. The practical implication is that interdisciplinary collaboration and innovative CLIL curriculum design can play a crucial role in preparing Computer Science graduates to be not only technically competent but also linguistically competent, as well as having sustainability awareness.
Co-Authors Dewi Sari Wahyuni Karpen novriandhandy Unang Rio