Riwayat Publikasi (SINTA 2)

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2026Tahun PublikasiSINTA 2Science and Technology Index (SINTA): 2 (S2)
An application for paraphrasing assisted by artificial intelligence to reduce plagiarism levels in multilingual academic writing
N Nursaid, Y Hayati, T Tressyalina, E Wulandari, & BM Ghaluh
BAHASTRA, 46 (2).
Abstrak:
This research focuses on creating and evaluating the efficacy of Languafrasa aimed at decreasing plagiarism rates in student essays. Beyond lowering similarity scores, the study positions Languafrasa as an educational writing companion that helps students compare alternative expressions, preserve meaning, and practise responsible paraphrasing in Indonesian academic writing. Languafrasa is designed to incorporate AI-powered paraphrasing functionalities in Indonesian and 102 other languages. The study followed an experimental design involving 30 students who were divided into two groups. One group used conventional essay writing methods, while the other utilized the Languafrasa application. The experimental outcomes revealed a significant decrease in plagiarism levels among students using the Languafrasa application. Additionally, students in the experimental group demonstrated higher efficiency than those in the control group. Feedback from the questionnaire administered to all participants corroborated these results, with most students favoring the application over traditional writing methods. Users found Languafrasa enjoyable, user-friendly, and an effective aid in essay-writing instruction. These findings suggest that Languafrasa contributes not only to textual originality but also to students' confidence and engagement in learning how to paraphrase.
Kata Kunci:
artificial intelligenceparaphrasingplagiarismacademic writingLanguafrasamultilingual
2026Tahun PublikasiSINTA 2Science and Technology Index (SINTA): 2 (S2)
Developing a dialogic digital reading learning environment for Indonesian literacy: Evidence from annotation, discussion, and comprehension traces
N Nursaid, M Hafrison, MI Nasution, & BM Ghaluh
Pedagogy Review, 5 (3), 301-317.
Abstrak:
Digital reading environments make students' reading processes more visible because they capture annotations, discussion posts, comprehension attempts, and activity logs. However, these traces are often reduced to participation totals rather than used to inform the design of reading pedagogy. This study developed and evaluated a dialogic digital reading learning environment for Indonesian literacy. Using a design-based mixed-methods approach, 100 undergraduate students engaged with genre-based Indonesian texts over six weeks through interactive annotation, threaded discussion, audio support, and comprehension practice. The dataset comprised 1,842 annotations, 1,126 discussion comments, pretest and posttest reading comprehension scores, platform activity logs, and 20 follow-up interviews. The learning environment was organized around five dialogic engagement dimensions: text-grounded noticing, inferential linking, evaluative stance, dialogic uptake, and metacognitive reflection. Coding showed strong interrater reliability (Cohen's kappa = .86). Reading comprehension increased from pretest (M = 69.84, SD = 9.18) to posttest (M = 83.72, SD = 7.64), t(99) = 15.99, p < .001, with a repeated-measures effect size of d_z = 1.60. Dialogic uptake and inferential linking were the strongest predictors of comprehension gain, and the regression model explained 65% of the variance. Interview findings indicated that annotations helped students locate textual difficulty, discussion threads supported peer-mediated interpretation, and comprehension tasks prompted students to return to the text rather than respond superficially. The study offers a pedagogical model for designing Indonesian digital reading environments as social, reflective, and evidence-informed learning spaces.
Kata Kunci:
digital readingdialogic engagementlearning environmentsocial annotationIndonesian literacy
2022Tahun PublikasiSINTA 2Science and Technology Index (SINTA): 2 (S2)
Optimization reading to learn learning model on narrative text writing skills for junior high school students
Y Hayati, RH Ulya, M Amazola, H Hafrizal, BM Ghaluh, & I El Husna
Al-Ishlah: Jurnal Pendidikan, 14 (4), 5099-5110.
Abstrak:
Educational research is currently more dominated by the development of learning models. However, this has not shown satisfactory results because it tends not to be piloted or disseminated. The purpose of this study is to explain the effect of applying the reading to learn learning model on improving students' narrative text writing skills, especially junior high school students. The sample of this study was the 9th-grade students of SMPN 5 Padang Panjang, totaling 32 students. Data was collected by processing the results of the pretest in the form of performance obtained before the implementation of the reading to learn learning model and the post-test obtained after the implementation of the reading to learn learning model. Data were analyzed using the descriptive analysis method. Based on the results of data analysis, it was found that there was an increase in students' narrative text writing skills before and after the implementation of the reading to learn learning model. This increase can be seen from the number of scores obtained by students regarding the completeness of the narrative text structure from 68 to 89, the completeness of narrative elements from 60 to 75, and the application of EBI from 50 to 72. Therefore, this study can be useful to see the effectiveness of the reading to learn learning model toward students' writing skills and as a way out of writing problems.
Kata Kunci:
learning model reading to learn narrative text