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Abdul Rasyid Ghazali
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Prosiding International Conference on Sustainable Innovation (ICoSI)
Published by Universitas Muhammadiyah Yogyakarta
ISSN : -     EISSN : 29621429     DOI : https://doi.org/10.18196/icosi.v3i1.37
Core Subject : Religion, Economy, Humanities, Education, Agriculture,
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Languange, Linguistic, Communication & Media
The Prosiding International Conference on Sustainable Innovation provides a multidisciplinary platform for scholars, researchers, and practitioners to share innovative research and advancements in sustainability. The journal encompasses a broad scope, covering the following fields: Humanities and Social Sciences: Research on sustainable development policies, social innovation, governance, education, and cultural perspectives on sustainability. Agriculture: Sustainable farming practices, agroecology, food security, and climate-resilient agricultural technologies. Engineering: Green technology, sustainable infrastructure, renewable energy systems, and smart city innovations. Medical and Health Sciences: Public health sustainability, environmental health, biomedical advancements, and healthcare innovations for sustainable well-being. The journal welcomes empirical studies, theoretical frameworks, case studies, and literature reviews that contribute to sustainable solutions across these disciplines.
Arjuna Subject : Umum - Umum
Articles 6 Documents
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Search results for , issue "Vol. 6 No. 1 (2026)" : 6 Documents clear
Students’ Views on Teachers’ Interpersonal Competence in University Classrooms Alfiantoro, Dion; Purwanti, Eko; Hermayawati, Hermayawati; Fachry, Naufal; Fitriamin, Muh. Aidil; Dipayana, Rayhan Anwar Purba
Proceedings International Conference on Sustainable Innovation (ICoSI) Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/icosi.v6i1.152

Abstract

This study investigated students’ perceptions of their teachers’ interpersonal skills at a popular private university in Yogyakarta. Interpersonal skills, including communication, rapport building, motivation, and teamwork, are essential to creating an effective and supportive educational environment. This study aimed to understand how students perceive these skills in their teachers and how these perceptions impact their overall academic experience. Data were collected through qualitative interviews with students from three various faculties. The interviews provided deeper insights into specific experiences and examples where teachers’ interpersonal skills significantly impacted student engagement and learning outcomes. The findings revealed that most teachers effectively communicated with students, providing clear answers and delivering course material in an engaging, cheerful manner, which reflected their strong interpersonal communication skills. Additionally, students reported having positive relationships with their teachers, attributing this to effective communication and enjoyable classroom experiences. These positive relationships boosted students' motivation and enthusiasm for learning, while also reducing procrastination. The study further discovered that teachers consistently motivated students by sharing personal stories, using motivational language, and fostering teamwork in the classroom. This study suggests that universities should invest in professional development programs that focus on improving teachers' interpersonal skills, as this significantly benefits to the overall educational environment
Motivational EFL Teaching Strategies in Hybrid Learning for Non-English Majors at an Islamic University Purwanti, Eko; Oktaviani, Heti Nur
Proceedings International Conference on Sustainable Innovation (ICoSI) Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/icosi.v6i1.153

Abstract

Motivational teaching strategies are widely recognized as a key factor in students’ success in language learning, particularly in English as a Foreign Language (EFL) contexts. Students from non-English academic backgrounds often require differentiated approaches to maintain engagement and support their learning process. This study explores the motivational strategies employed by EFL lecturers in a hybrid learning environment at an Islamic private university, focusing on students from non-English departments. Adopting a descriptive qualitative design, the study involved six lecturers who taught English in various departments, including Accounting, Economics, Civil Engineering, Mechanical Engineering, Nursing, and International Relations. Data were collected through in-depth interviews. The findings identify four main motivational strategies used by lecturers: implementing engaging and varied learning activities, providing constructive feedback, offering verbal encouragement, and ensuring consistent exposure to English in classroom interactions. The study also highlights three significant challenges faced by the lecturers: selecting appropriate teaching materials, accommodating students’ diverse language proficiency levels, and managing large class sizes. These insights offer practical implications for improving motivational practices in hybrid EFL instruction for non-English majors
How University Students Regulate AI Prompting Behavior Across Varying Levels of Learning Difficulty Purbohadi, Dwijoko; Syed Ahmad, Sharifah Sakinah
Proceedings International Conference on Sustainable Innovation (ICoSI) Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/icosi.v6i1.154

Abstract

The integration of generative artificial intelligence into higher education has significantly impacted how students engage in learning activities, especially in programming courses. This study investigates how students regulate their AI interaction behavior across different levels of learning difficulty. We collected data from 183 undergraduate students enrolled in the Java Programming course, distributed across six classes. This study analyzes the frequency of prompting, behavioral change during the difficult and easy learning phases, and the primary purpose of chatbot use. The findings show that most students actively adapt their interactions with generative AI based on their perception of the level of learning difficulty. 78 percent of students increase the frequency of prompting when facing challenging tasks, while 69 percent reduce interaction after reaching conceptual understanding. Code generation is identified as the primary purpose of using chatbots, followed by debugging and conceptual clarification. This pattern shows that generative AI serves as a flexible cognitive support tool that students strategically use to manage learning challenges. This research indicates that adaptive prompting behavior represents a new form of self regulated learning in AI supported education environments. Instead of relying on chatbots continuously, students use them selectively to support problem solving and conceptual understanding. This study contributes to the growing body of research on artificial intelligence in education by highlighting behavioral adaptations in students’ interactions with generative AI systems and their implications for programming education in higher education
Teachers’ strategies in teaching English grammar in a private high school in Yogyakarta: A qualitative inquiry Sorohiti, Maryam; Putri, Devika; Suryanto, Jati; Osman, Nazira
Proceedings International Conference on Sustainable Innovation (ICoSI) Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/icosi.v6i1.155

Abstract

This study explores the strategies used by English teachers in teaching grammar in private senior high schools in Yogyakarta. Using a qualitative descriptive approach, the study investigated the teachers’ pedagogical techniques, classroom practices, and beliefs underlying grammar teaching. Data were collected through in-depth interviews, classroom observations, and document analysis involving six English teachers. Findings indicated that teachers integrate inductive and deductive approaches, contextualize grammar teaching through real-life communicative tasks, and use technology to enhance student engagement. Furthermore, teachers demonstrated adaptive strategies in responding to students’ needs and curriculum demands. This study provides implications for grammar pedagogy in the Indonesian EFL context and contributes to professional development by highlighting reflective and context-sensitive teaching practises.
Undergraduate EFL Students’ Experiences Using Perplexity AI in Academic Writing Assignments: A Qualitative Study Hatmanto, Endro Dwi; Purwanti, Eko; Diwyacitta, Duhita Kalyana
Proceedings International Conference on Sustainable Innovation (ICoSI) Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/icosi.v6i1.156

Abstract

This qualitative descriptive research investigates the experiences of undergraduate EFL students utilizing Perplexity AI to enhance their academic writing assignments in a private university in Yogyakarta, Indonesia. Six students, were selected as the participants. Data collection took place in March 2025 through semi-structured interviews lasting 15 to 20 minutes, transcribed, and analyzed through inductive thematic analysis. The findings reveal that students primarily regarded Perplexity AI as a generative search-and-synthesis tool instead of a complete text generator. The advantages included quicker retrieval of potential academic sources, easily digestible summaries of extensive materials, assistance with idea generation and outlining when they felt “stuck,” enhanced efficiency when working under deadlines, perceived improvements in organization and phrasing, and the convenience of free access without stringent query limitations. Nevertheless, students also faced challenges: uncertainty regarding the accuracy and credibility of cited materials (including a mix of quality sources), difficulty in aligning suggested references with academic standards and paywalled access, initial confusion with intricate features, risks of dependency or overreliance, and perceived disparities between free and premium functionalities. In conclusion, Perplexity AI can effectively support source-based writing when combined with explicit instruction on verification, citation practices, and a transparent, process-oriented assessment approach
Implementation of Form-Focused Written Feedback on Students' Academic Writing Wirantaka, Andi; Rosiah, Rosi; Baharun, Hazleena
Proceedings International Conference on Sustainable Innovation (ICoSI) Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/icosi.v6i1.157

Abstract

Academic writing skills are important, yet they present significant challenges due to their formal structure, linguistic accuracy, and the need for critical thinking. This research investigates the effectiveness of form-focused written feedback in improving students' academic writing skills. Using a quantitative experimental design, this study involved forty English department students at a university in Yogyakarta. Data were analyzed using a t-test after normality and homogeneity tests. The results revealed a statistically significant improvement in students' post-test scores relative to their pre-test scores on an academic writing test (p-value = 0.00 < 0.05), indicating the effectiveness of form-focused written feedback in enhancing academic writing skills. This study contributes new insights into the role of form-focused written feedback in academic writing at the university level, highlighting its value in fostering accuracy and students’ writing confidence.

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