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Riduan Mas'ud
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riduanmasud@uinmataram.ac.id
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+6281808304480
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schemata@uinmataram.ac.id
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Kampus Pascasarjana UIN Mataram Jalan Gajahmada 50 Jempong Baru, Mataram, NTB, Indonesia
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INDONESIA
JURNAL SCHEMATA : Pascasarjana UIN Mataram
Published by Universitas Islam Negeri Mataram
ISSN : 23377341     EISSN : 25795287     DOI : https://doi.org/10.20414/schemata.v10i1.3496
Core Subject : Economy,
Economics, Econometrics & Finance
Schemata: Jurnal Pasca Sarjana IAIN Mataram is a scientific, peer-reviewed, and open-access journal published by State Islamic Religious Institute (IAIN) Mataram (since 2017, it changes its name into State Islamic University (UIN) Mataram). The scope of the Schemata includes Interdisciplinary Islamic Studies. Schemata receive manuscripts as the product of research results, both field research, and library research. Since 2018, Schemata has been accessible through http://journal.uinmataram.ac.id/index.php/schemata
Arjuna Subject : Ilmu Ekonomi, Ekonometrika dan Keuangan (semua kategori) - Ilmu Ekonomi, Ekonometrika dan Keuangan (Lain-Lain)
Articles 242 Documents
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Artificial Intelligence Assisted Feedback in EFL Writing: Student Perceptions of ChatGPT in an Indonesian Islamic University Harintama, Fitrana; Saputra, Agus; Muslimin, Afif Ikhwanul
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 14 No. 2 (2025): Schemata: Jurnal Pascasarjana UIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

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Abstract

The growing presence of artificial intelligence in education has introduced new possibilities for providing feedback in academic writing. This study investigates students’ perceptions of feedback generated by ChatGPT in an argumentative writing course in the English Language Education Program at Universitas Islam Negeri Mataram, Indonesia. The research aims to understand how students perceive the usefulness of ChatGPT feedback, identify the aspects of feedback they find most helpful, and examine the challenges they experience when using the tool during the writing revision process. The study employed a descriptive mixed-method approach involving thirty-five undergraduate students. Data were collected through a rubric-based writing assessment, a perception questionnaire, and semi-structured interviews. The quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings indicate that students generally perceive ChatGPT feedback as useful in improving grammar accuracy, sentence clarity, and organization of ideas in their essays. At the same time, students reported that some suggestions required careful evaluation because they did not always align with the intended argument. The study suggests that ChatGPT can function as a supplementary feedback resource that supports students during the revision stage. When combined with instructor guidance, artificial intelligence tools may contribute to more interactive and reflective learning environments in academic writing courses within Islamic higher education.
Readiness of Students, Lecturers, and Stakeholders Towards TOEFL as a Graduation Policy: A Study at FTK UIN Mataram’s ELT Program Ika Rama Suhandra; Yek Amin Azis
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 13 No. 2 (2024): Schemata: Jurnal Pascasarjana UIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

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Abstract

ABSTRACT This study examines stakeholder readiness toward the implementation of TOEFL as a graduation requirement in the English Language Teaching (ELT) Study Program at the Faculty of Education and Teacher Training, UIN Mataram. The research employed a mixed-method design, integrating qualitative and quantitative approaches to obtain a comprehensive understanding of the issue. Data were collected through a TOEFL prediction test, open-ended questionnaires, and semi-structured interviews involving 400 students, 10 lecturers, and 3 administrators. Quantitative data from TOEFL scores were analyzed descriptively, while qualitative data from questionnaires and interviews were examined thematically. The findings indicate strong overall support for the policy across stakeholder groups. However, the average TOEFL score of 381 reveals a considerable gap between expected and actual English proficiency levels. Key challenges include limited curriculum integration, test anxiety, and insufficient preparation resources. Stakeholders emphasized the need for systematic curriculum embedding, regular practice tests, and strengthened institutional support. The study underscores the importance of context-sensitive and evidence-based interventions to bridge the gap between policy expectations and stakeholder readiness, contributing to more effective and equitable English proficiency policies in Indonesian teacher education. ABSTRAK Penelitian ini mengkaji kesiapan pemangku kepentingan terhadap penerapan TOEFL sebagai syarat kelulusan di Program Studi Pendidikan Bahasa Inggris (PBI) Fakultas Tarbiyah dan Keguruan UIN Mataram. Penelitian ini menggunakan desain mixed-method yang mengintegrasikan pendekatan kualitatif dan kuantitatif untuk memperoleh pemahaman yang lebih komprehensif. Data dikumpulkan melalui tes prediksi TOEFL, kuesioner terbuka, dan wawancara semi terstruktur kepada 400 mahasiswa, 10 dosen, dan 3 tenaga kependidikan. Data kuantitatif dari skor TOEFL dianalisis secara deskriptif, sedangkan data kualitatif dianalisis melalui pendekatan tematik. Hasil penelitian menunjukkan adanya dukungan yang kuat terhadap kebijakan tersebut dari seluruh pemangku kepentingan. Namun, skor TOEFL rata-rata sebesar 381 mengindikasikan adanya kesenjangan yang cukup besar antara capaian aktual dan standar yang diharapkan. Hambatan utama meliputi keterbatasan integrasi kurikulum, kecemasan menghadapi tes, serta kurangnya sumber daya untuk persiapan. Para pemangku kepentingan merekomendasikan pengintegrasian TOEFL secara sistematis ke dalam kurikulum, pelaksanaan tes praktik secara rutin, serta penguatan dukungan kelembagaan. Penelitian ini menekankan pentingnya intervensi berbasis konteks dan data untuk menjembatani kesenjangan antara tuntutan kebijakan dan kesiapan aktual, sehingga dapat mendukung kebijakan kecakapan bahasa Inggris yang lebih efektif dan berkeadilan dalam pendidikan guru di Indonesia.

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