Proceeding International Conference on Education
Hybrid Conference The 4th International Conference on Education (ICOE) 2026 Faculty of Tarbiyah and Teacher Training, State Islamic University of Syekh Wasil, Kediri, Indonesia Theme: Transforming Education for a Global Impact: Innovation, Digitalisation, and Sustainable Development for Quality Education When: Tuesday, 29 September 2026 Where: Faculty of Tarbiyah and Teacher Training, State Islamic University of Syekh Wasil, Kediri, Indonesia Sub-themes: Adaptive pedagogies in higher education and school Adaptive instructional design and teaching Technology-enhanced innovative pedagogy Innovative educational practices & E-learning Personalised learning paths and adaptive learning technologies Gamification and interactive learning experiences Innovative Teaching and Learning in Education Trends and innovations in teaching and learning practice Teaching experiences, pedagogy, and practice Curriculum design and development Assessment and evaluation Innovative Technologies in Education Technology-enhanced learning Artificial Intelligence and EdTech integration m-Learning: Mobile applications and technologies in education ICT and digital skills ICT-based assessment Learning Management Systems (LMS) Massive Open Online Courses and Classrooms (MOOCCs) Digital Literacy and Skills Development The importance of digital literacy in the curriculum Critical thinking and information literacy in digital environments 21st-century skills for future education5. Teacher Training and Educational Management Teacher Training and Educational Management Pre-service teacher experiences In-service teacher training Professional development for educators ICT Skills development Leadership and educational management Adaptive Educational Policy and Reform Educational policy, leadership, management & administration Curriculum policy and reform Primary & secondary education Higher education Future Directions on Educational Area Immersive technologies and the evolution of pedagogy Sustainability and Education for Future Societies Innovative pedagogies for 21stcentury learning
Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia
Ibtikar Tiknulujiya Adz-Dzaka’ Al-Ishthina’iyy Fi Wajibati Ath-Thalabah Bi Al-Lughah Al-Arabiyah
The development of artificial intelligence (AI) technology innovation has had a significant impact on the process of completing academic assignments, particularly in Arabic language learning in higher education. This study aims to examine students' perceptions of the use of AI technology in completing Arabic language assignments, using Davis's (1989) Technology Acceptance Model (TAM) theoretical framework, which focuses on two main indicators: perceived usefulness and perceived ease of use. The research method used was a qualitative approach with a phenomenological design to explore students' experiences in depth. Data were obtained from nine purposively selected Master of Arabic Language Education students at Maulana Malik Ibrahim State Islamic University of Malang, then collected through in-depth interviews and analysed thematically. The results showed that students felt that AI technology innovation was very helpful in completing assignments, especially in accelerating information access, compiling academic papers, and increasing learning efficiency. However, students were also aware of challenges in the form of potential dependency and the risk of declining critical thinking skills. The conclusion of this study confirms that AI innovation has great potential as an effective support for academic assignments, with the note that its use needs to be directed wisely and supported by strengthening technological literacy.
Copyright (c) 2025 Amrina Rosyada, Hermiwati, Muhammad Fadhil Hadziq, Nanda Dzikrillah Pelealu, Muh Thahilal Jahidul Hasyb https://creativecommons.org/licenses/by/4.0
The Effectiveness of the Mind Mapping Model Through Canva Application for Students’ Recount Text at SMKN 1 Kediri
This study explores the effectiveness of integrating the Mind Mapping model through the Canva application in improving students’ recount text writing skills at SMKN 1 Kediri. Writing recount texts plays a vital role in language learning, as it enables students to narrate personal experiences in a structured and chronological way. However, many vocational students struggle with limited vocabulary, poor text organization, and low confidence in writing. To address these issues, this research employed a quasi-experimental design using pre-test and post-test methods in two eleventh-grade classes. One class was taught recount writing using manual mind mapping, while the other applied Canva-based digital mind mapping. Students’ works were assessed using the COVLM rubric (Content, Organization, Vocabulary, Language, and Mechanics), and the data were analyzed through t-tests and N-Gain. The findings indicate that although both groups improved, the Canva-based group showed significantly higher gains in organization, engagement, and writing quality. Students also demonstrated greater enthusiasm and confidence when using digital tools. The study concludes that Canva-based mind mapping is more effective than manual techniques in enhancing recount writing skills and can serve as an innovative strategy for EFL classrooms.
Copyright (c) 2025 Grace Ajar Legowo Legowo, Rika Riwayatningsih, Sulistyani https://creativecommons.org/licenses/by/4.0
Augmented Reality as a Digital Pedagogical Tool to Support Adaptive Speaking Practice in ELT
As digital technology is more embedded in English Language Teaching (ELT), it continues to offer new ways to support learners to build their English-speaking skills. This study is meaningful, as speaking is known as one of the most challenging aspects for English learners, and Augmented Reality (AR) offers a promising tool to control this issue by creating interactive and immersive environments. The main point addressed in this study is the learners’ problems in improving their speaking abilities due to limited vocabulary, low confidence, and lack of real conversation practice. The goal of this study is to investigate how Augmented Reality (AR) supports speaking skill development and what certain aspects it enhances. This study utilized a Systematic Literature Review (SLR) approach, examining 30 recent scholarly articles. The evidence reveals that Augmented Reality (AR) positively supports speaking skill acquisition by increasing learner confidence, stimulating interaction, improving fluency, and offering realistic communicative contexts. This paper extends the literature on digital learning tools by highlighting the pedagogical potential of AR in ELT. It provides appropriate guidance for language teachers and encourages further research to explore the effective ways of implementing AR in English language speaking skills.
Copyright (c) 2025 Ria Fakhrurriana, Silviana Safitri https://creativecommons.org/licenses/by/4.0
The Contribution of Adaptive Instructional Design in Enhancing Students’ Self-Confidence in Junior High School Speaking Activities in Bengkalis Regency
This study aims to investigate the contribution of adaptive instructional design in enhancing students’ self-confidence in speaking activities at the junior high school level in Bengkalis Regency, Indonesia. Self-confidence is a key psychological factor that influences students’ willingness to actively participate in oral communication. The research employed a quasi-experimental design involving two groups: an experimental group (taught with adaptive instructional strategies) and a control group (taught using conventional methods). A validated self-confidence questionnaire was administered as the main instrument, and data were analyzed using descriptive statistics and an independent sample t-test. The results revealed that the experimental group achieved a higher mean score (M = 78.65, SD = 6.42) compared to the control group (M = 70.12, SD = 7.11), with a statistically significant difference (t(58) = 3.47, p < 0.01). These findings highlight that adaptive instructional design—when tailored to students’ learning needs and characteristics—plays a crucial role in fostering psychological readiness and communicative competence. This study suggests that adaptive learning strategies can be effectively integrated into language teaching to create a supportive and engaging environment for students.
Copyright (c) 2025 Faradila Chantika, Mahdum, Supriusman https://creativecommons.org/licenses/by/4.0
Perceptions of PAI Students on the Use of ChatGpt for Writing Scientific Papers at K.H Abdurrahman Wahid State Islamic University
The development of artificial intelligence (AI) technology has had a significant impact on the world of education. One form of AI technology currently widely used is ChatGPT, an artificial intelligence model capable of assisting users in processing information, answering questions, solving problems, and even composing academic texts. The presence of ChatGPT has generated diverse responses, especially among students who are beginning to utilize it in their learning. This study aims to explore the perspectives of Islamic Education (PAI) students on the use of ChatGPT in the process of writing scientific papers. With the advancement of information technology, artificial intelligence-based tools such as ChatGPT are beginning to be utilized in the academic world. The research method used was qualitative, with data collection through interviews and questionnaires. The results indicate that PAI students have diverse views on ChatGPT. Most students believe that ChatGPT can help them find references, speed up the writing process, and generate new ideas. However, there are also concerns about the authenticity of their work and the potential for plagiarism. This research is expected to provide insights for educators and educational institutions in understanding the impact of technology use in academic writing and provide recommendations for more ethical and effective use.
Copyright (c) 2025 Salsa Dwi Lestari, Nailul Uly Emiliana , Rahma Mutiara As'syifa https://creativecommons.org/licenses/by/4.0
Achievement Emotions in EFL Listening Class: A Quantitative Study Using AEQ-S
In English language learning, productive skills such as speaking and writing are often prioritized, while a vital receptive skill such as listening is frequently assumed as a secondary status. This undervaluation contributes to negative stereotypes and adds the challenges faced by EFL learners. Among the overlooked matters is the emotional experience of learners, which provides a crucial role, particularly in skill-based course like listening that demand sustained attention and confidence. This study aims to examine the achievement emotions experienced by EFL learners in listening class using the Achievement Emotions Questionnaire – Short (AEQ-S), developed by Pekrun et al. (2011). A total of 37 university students completed the AEQ-S, which measures both positive and negative emotions across three domains: classroom activities, learning processes, and test-taking situations. The data were analyzed using descriptive statistics and paired-sample t-tests. The finding revealed a significant difference in all three contexts. In classroom-related activities, positive emotions (M = 3.78, SD = 0.65) were significantly higher than negative emotions (M = 2.50, SD = 0.71), (t(36) = 6.947, p < .001). A similar trend was found in learning-related (t(36) = 6.139, p < .001) and test-related situations (t(36) = 5.488, p < .001), indicating the consistency of emotional dominance across academic conditions with enjoyment as the most frequently experienced emotion. These findings highlight the critical need to integrate emotional consideration into listening pedagogy. By fostering emotionally supportive environments, educators can enhance learners' engagement and aid them to navigate the challenges of listening comprehension.
Copyright (c) 2025 Ossa Bodhi Tala Sumanto, Alfina Nur Aini, Nurul Putri Aulia, Nur Ely Syaputri https://creativecommons.org/licenses/by/4.0
PAI Students' Perception of Problem-Based Learning at K.H. Abdurrahaman Wahid State Islamic University
The application of Problem-Based Learning (PBL) in Islamic Religious Education (IRE) at the university level is an innovative strategy to address the challenges of relevance and student engagement in contextual learning. This study aims to: (1) understand the basic concepts of PBL; (2) explore students' perceptions of PBL implementation; and (3) identify the positive aspects of PBL as well as the challenges faced at UIN K.H. A. Wahid Pekalongan. The study employs a qualitative approach using in-depth interviews with PAI students participating in PBL-based learning. Data are analyzed thematically to uncover experiences, attitudes, and factors influencing the acceptance of the method. Results indicate that students view PBL positively as it promotes active engagement, critical thinking, collaboration, and communication skills. PBL is considered effective in connecting religious theory with current social issues. However, challenges such as discussion dominance by a few members, lack of self-confidence, differences in students' initial readiness, as well as time constraints and limited faculty guidance were also identified. This research highlights the need for a more inclusive PBL design, competent faculty facilitation, and fair group management strategies. The conclusion indicates that PBL is effective in improving the quality of PAI learning, but its success is highly dependent on the implementation context and the readiness of all stakeholders. These findings provide strategic recommendations for the development of innovative, relevant, and sustainable learning in religious education in the contemporary era.
Copyright (c) 2025 Zacky Al-Ghofir El-Muhtadi Rizal, Ahmad Syahir https://creativecommons.org/licenses/by/4.0
Optimizing the Selection of BTQ Learning Methods at UIN Syekh Wasil Kediri Through the Simple Additive Weighting Method
The selection of an appropriate Quranic Recitation and Writing (BTQ) method has a direct and significant impact on students’ academic progress, as BTQ is a mandatory prerequisite for participating in the Community Service Program (KKN) at UIN Syekh Wasil Kediri. However, the current process for selecting a BTQ method has not been based on a structured and objective approach. Consequently, many students experience difficulties in passing the BTQ examination, which in turn delays their participation in KKN. This quantitative descriptive study aims to analyze the application of the Simple Additive Weighting (SAW) method in determining the most effective BTQ method for students at UIN Syekh Wasil Kediri. The SAW method was selected for its capability to produce accurate results through a systematic process of evaluating and ranking alternatives. The BTQ method selection process was evaluated based on eight criteria: ease of material delivery by the instructor, structured learning system, availability of supporting textbooks, tajweed instruction, introduction to makharij al-huruf, use of melody in recitation, instructor recruitment mechanism, and grading level advancement system. The SAW calculations were conducted by a decision maker who assigned weights to these criteria. Evaluation data were collected through questionnaires administered to twelve respondents to assess six alternative BTQ methods. Based on the SAW calculation results, the recommended ranking of BTQ methods is as follows: Qira’ati, Ummi, Yanbu’a, Tilawati, Iqra’, and Jami’ati. This research is expected to contribute significantly to the BTQ program at UIN Syekh Wasil Kediri by addressing challenges related to BTQ graduation rates and delays in KKN participation.
Copyright (c) 2025 Lailatul Mubarokah, Dwi Ananda Hamidah, Poppy Nabila Vindiani, Nur Fadilatul Ilmiyah https://creativecommons.org/licenses/by/4.0
Digital Pedagogical Transformation in Islamic Education: Deep Learning Integration, Challenges and Solutions
The digital technology has a significant impact on various sectors, including education. Islamic education, as the moral and spiritual foundation of society, is required to adapt through digital pedagogical transformation. This study aims to examine the integration of deep learning in Islamic education, highlighting its potential, challenges, and potential solutions. This study uses a literature review approach, analyzing various scientific sources, including journals, books, articles, and policy documents related to the application of digitalization in Islamic education. The results indicate that deep learning can improve the effectiveness of the teaching and learning process through interactive, personalized, and critical thinking-based learning. However, several challenges remain, such as limited infrastructure, limited digital competence among educators, and concerns about the displacement of Islamic values in the digital environment. To address these challenges, this study proposes strategies such as technology-based teacher training, the development of a relevant digital curriculum, and the creation of educational content aligned with Islamic values. The integration of deep learning in Islamic education offers significant opportunities for adaptive and visionary pedagogical renewal. In conclusion, digital transformation in Islamic education must be designed holistically and contextually to align with technological developments without neglecting the underlying religious values.
Copyright (c) 2025 Ainus Sicha, Devie Wianda Rohmana, Maulana Wahyu Hidayat https://creativecommons.org/licenses/by/4.0
Adaptive Pedagogical Innovation Based on the Flipped Classroom as an Effective Strategy for Educational Transformation in Higher Education
This article discusses adaptive pedagogical innovations in the learning process in the form of flipped classrooms as an effective strategy for transforming higher education. The flexibility and personalization offered by this method allow students to learn according to their own styles and paces. This study employs qualitative research using a literature review method from scientific sources such as journals, books, and others, as well as interviews with several students from UIN KH Abdurrahman Wahid Pekalongan who are involved in the learning process of classes that have implemented the flipped classroom method. The study found that in higher education, the flipped classroom approach can optimize the use of technology in the classroom and promote the development of critical thinking skills, independence, and student responsibility. However, the implementation of this model still faces several challenges, including the readiness of digital infrastructure, the technological skills of faculty and students, the development of relevant and engaging learning content, and enhancing students' understanding of the use of artificial intelligence (AI) to prevent excessive reliance on such technology. With support from the university, enhanced faculty capabilities and skills, and appropriate use of technology, the flipped classroom learning model can serve as a key driver for transforming higher education toward a more adaptive, inclusive, and 21st-century needs-based approach.
Copyright (c) 2025 Nihayatul Amanah, Wildan Nur Mardotillah https://creativecommons.org/licenses/by/4.0
Comparison of TikTok, Instagram, and YouTube Utilization in Improving Students’ Digital Literacy
The rapid development of digital technology has transformed education, particularly in the use of social media as a learning medium. TikTok, Instagram, and YouTube are now increasingly utilized not only for entertainment but also as educational tools. This study aims to analyze and compare the effectiveness of these three platforms in improving students’ digital literacy. The research employs a library research method with a descriptive qualitative approach, drawing data from journals, books, and academic repositories. The findings showed that each platform has distinct advantages, TikTok effectively delivers microlearning that fosters engagement, Instagram strengthens visual literacy and creativity through interactive features, and YouTube supports deeper comprehension and independent learning with comprehensive materials and structured navigation. Despite these potentials, challenges remain, such as information overload, uncurated content, and distractions from advertisements or entertainment. The study concludes that the optimal use of social media platforms depends on careful selection based on learning objectives and student characteristics, along with teacher guidance in curating credible content and fostering critical evaluation skills. These findings contribute both theoretically and practically by emphasizing the importance of integrating social media strategically and responsibly into pedagogy to foster students’ digital literacy in the 21st century.
Copyright (c) 2025 Tyas Ayu Farah Dina, Sapna Khoiriyah https://creativecommons.org/licenses/by/4.0
Integration of Artificial Intelligence (AI) in the Transformation of Islamic Education Learning Strategies in Higher Education
The advancement of artificial intelligence (AI) has had a significant impact on learning strategies in higher education, including in Islamic studies courses. This study aims to examine the form of AI integration in Islamic Education learning and its impact on the effectiveness and internalization of Islamic values of students. The research method used a descriptive qualitative approach with a case study strategy, implemented in the Islamic Education Study Program, Faculty of Tarbiyah, UIN Syekh Wasil Kediri. Data were obtained through in-depth interviews, observation, and documentation, then analyzed using the Miles Huberman interactive analysis model. Data validity was carried out through triangulation techniques of sources, techniques, and time. The results of the study indicate that there are seven forms of AI integration in the transformation of Islamic Education (PAI) Learning Strategies in higher education, namely AI integration in pedagogical aspects, the role of lecturers, interaction, access to materials, assessment, values and spirituality, and personalization. This form of AI integration has been proven to increase learning independence, flexibility of access, and student engagement. However, challenges arise related to ethics, reduction of spiritual values, and potential content bias, which require the role of lecturers as companions and interpreters of values. Therefore, the transformation of AI-based learning in Islamic Education learning must be carried out in an integrative manner while maintaining Islamic pedagogical principles and digital civilization values
Copyright (c) 2025 Husnul Khotimah, Miftahul Janah https://creativecommons.org/licenses/by/4.0
Digital Technology-Assisted Deep Learning in Language Classes: Exploring EFL Teachers’ Perspectives of Students with Disabilities
Although numerous studies have investigated digital technology-assisted deep learning in English as a foreign language (EFL) classes, only a few were conducted for students with disabilities. This study aims to explain teachers’ perceptions regarding technology-assisted deep learning in English learning. This study employed a qualitative case study with six EFL teachers of the special schools in Indonesia. Data were collected through semi-structured interviews. Teachers’ responses towards attitudes, perceived benefits, and challenges of digital technology-enhanced deep learning practices were analyzed through a thematic analysis. Findings revealed that EFL teachers had positive attitudes towards digital technology-assisted deep learning in language classes. It was also found that digital technology-assisted deep learning supported students’ learning autonomy and engagement. However, the results of the study identified several challenges such as lack of suitable digital materials and technical constraints in classroom settings. The findings highlight that digital technology-assisted deep learning is a potential learning model to enhance students’ autonomous learning for special education.
Copyright (c) 2025 Tusino https://creativecommons.org/licenses/by/4.0
Empowering Elementary Science Learning Through Articulate Storyline 3-Based Interactive Digital Media
Development of Interactive Learning Media Using Articulate Storyline Three in the learning of social studies landscape materials aims to strengthen the learning of social studies the development and feasibility of a product development through interactive learning media. The research methodology used was the ADDIE (Analyze, Design, Development, Implementation, Evaluation) approach with the research subjects of grade IV-B SDN Julang Bogor City, the instruments used were validation sheets of media experts, linguists and subject matter experts with a total of three experts, student response instruments and teacher responses, and pre-test and post-test instruments. The validation results produced an average of 94% with the criterion of "Very Feasible", then the results of the pre-test and post-test assessments produced an N-Gain score of 0.70 with the criterion of "High" and the response of students who obtained 98.7% and the teacher 88% with the criterion of "Very Good". Based on the results obtained, the development of interactive learning media using Articulate Storyline Three meets the valid and feasibility criteria for the development of IPAS learning landscape materials: characteristics and their relationship with the community profession.
Copyright (c) 2025 Resyi Abdul Gani, Tustiyana Windiyani https://creativecommons.org/licenses/by/4.0
Unveiling the Correlation and Predictive Contribution of Digital Literacy and Critical Thinking to EFL Students’ Research Competence
This study aims to identify the levels of digital literacy, critical thinking skills, and research competence among EFL students, and to examine the correlation and predictive contribution of the two independent variables to students’ research competence. Employing a quantitative approach with a correlational design, data were collected through multiple-choice tests administered to 66 eighth-semester students of the English Education Department at UIN Antasari Banjarmasin, all of whom had taken research-related courses and were conducting or had completed their undergraduate thesis. Descriptive statistics indicated that students demonstrated relatively high levels across all three variables: digital literacy (M = 79.00, SD = 8.35), critical thinking skills (M = 83.47, SD = 7.15), and research competence (M = 76.74, SD = 6.12). The results of multiple linear regression analysis revealed a strong and statistically significant correlation between digital literacy and critical thinking skills toward students’ research competence (R = 0.897, R² = 0.804). The regression coefficients showed that both variables positively contributed to the prediction of research competence, with critical thinking skills (B = 0.521) contributing slightly more than digital literacy (B = 0.463). These findings underscore the pivotal role of critical thinking and digital literacy in enhancing students’ research competence within the EFL context, and highlight the importance of integrating these skills more deeply into English language education and academic research training.
Copyright (c) 2025 Firdha Rikhadatul Aisya, Nida Mufidah https://creativecommons.org/licenses/by/4.0
Integration of Liveworksheets in Student Worksheet Development: Practicality Analysis in Problem Based Learning Model
This study aims to analyze the practicality of Liveworksheet integration in the development of Student Worksheets (LKPD) based on the Problem Based Learning (PBL) model. This integration is expected to create interactive LKPD that supports digital problem-based learning, in accordance with the demands of 21st-century learning. This study uses the Research and Development (R&D) method with a 4D development model consisting of the define, design, develop, and disseminate stages. The trial subjects were secondary-level students who participated in learning using Liveworksheet-based LKPD. Data were collected through teacher and student response questionnaires, and interviews. Practicality analysis was carried out by calculating the percentage of feasibility based on ease of use, clarity of instructions, and integration with PBL steps. The results showed that Liveworksheet-based LKPD has a very high level of practicality, with an average percentage above 85%, both in terms of ease of use and integration with PBL syntax. Thus, the integration of Liveworksheet in the development of LKPD can be an alternative interactive and practical learning media to support the implementation of PBL in the digital era.
Copyright (c) 2025 Susilawati, Viona Dwi Utari, Niki Dian Permana, Muhammad Ilham Syarif, Dian Puspita Eka Putri https://creativecommons.org/licenses/by/4.0
Development of Ethnoscience Based Science Learning Module and Science Literacy for Junior High School Students
This research aims to develop ethnoscience-based science learning module and science literacy for grade VIII students. This module development uses the Research and Development (R&D) model by adapting the steps of the 4D model, which includes (Define, Design, Develop, Dessimination). In this study, data were collected through observation, interviews, questionnaires, and documentation. The developed module was validated by material experts, media experts, LKPD experts, and readability experts who each provided an assessment of the relevant aspects. The results of validation by material experts, media experts, LKPD experts and readability experts showed 100% feasibility. The results of student responses showed very good results of 88.10%. Students who use this module are better able to connect scientific knowledge with the context of science which is an important indicator in the ability to think critically, analytically, and creatively. The results of this study indicate that ethnoscience and science literacy-based modules are not only effective in improving understanding of material concepts, but also strengthening higher-order thinking skills that are needed in facing the challenges of today.
Copyright (c) 2025 Atika Anggraini, Fadilla Eka Prassastie, Hana Talia Novia Salani, Farisa Aina Fahma, Àdnan Rahman, Ardiana Fatma Dewi https://creativecommons.org/licenses/by/4.0
Digital Flipbook: An Innovative Medium for Arabic Vocabulary Learning
This research is based on issue in Arabic language learning at MTsN 1 Kediri, especially the lack of use of technology in developing materials from UKBM books. Students get bored quickly and have difficulty understanding the material, while they are more enthusiastic when learning with digital media. The main focus of Arabic language learning is mastery of vocabulary, so researchers develop learning media in the form of flipbook-based digital books to support mastery of vocabulary. This book is designed according to students who are familiar with technology. The purpose of this study was to determine the development process and effectiveness of using flipbook digital books in learning Arabic vocabulary at MTsN 1 Kediri. This study uses the R&D method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Validation by media and material experts obtained an average of 92.31% from media experts and 90% from material experts which is included in the very feasible category. The effectiveness of the media was tested using the N-Gain test, with an average result of 0.76 is include in the high category and effective, indicating a significant increase in mastery of vocabulary after using flipbook digital books.
Copyright (c) 2025 Farida, Putri Kholida Faiqoh, Umar Faruq https://creativecommons.org/licenses/by/4.0
Development of Augmented Reality -Based Booklets as Learning Media for Students' Learning Interest in Global Warming Material
In order to boost students' interest in learning about global warming, this project intends to create an instructional booklet based on augmented reality (AR). Employing the Research and Development (R&D) method with the ADDIE model, the study was conducted at MTs Al Khoiriyah Baron Nganjuk with the participation of 21 seventh-grade students. Observations indicated that science learning was largely dominated by textbooks and teacher explanations, with limited use of interactive media, which led to low student engagement. Based on needs analysis questionnaires, 78% of students were found to have a visual learning preference, showing greater interest in instructional materials with videos and colored images. The developed AR booklet incorporates colorful illustrations and interactive quizzes designed to aid understanding of complex scientific concepts. Expert validation confirmed the high validity of this media (92%-93%), deeming it highly feasible for educational use. Effectiveness testing through pre- and post-assessments showed a significant increase in students' comprehension, with an average N-Gain score of 0.82, indicating that the AR-based media was highly effective in enhancing student interest and understanding of global warming material. The AR technology enables students to visualize greenhouse gas effects and the impact of global warming on oceans, thus offering an interactive, engaging learning experience that makes science learning more effective and appealing.
Copyright (c) 2025 Ratna Wahyu Wulandari, Mughiz Syuwaibatul Aslamiyah, Anisyarofatu Zahro, Munifah, Dalila Haji Daud https://creativecommons.org/licenses/by/4.0
The Application of a Humanistic Approach in Poetry Learning that Supports Students' Mental Health
This research aims to investigate the application of the humanistic learning approach in poetry materials in Indonesian language subjects as a means of enhancing the mental health of high school students. The research method used is descriptive qualitative. The subjects in this study were grade X students of SMA Negeri 3 Kediri, with a case study approach to two specifically selected students. To collect data, this study employed documentation techniques, specifically by collecting the results of student assignments, interviews, and questionnaires in the form of completed questionnaires. The results of processing questionnaire data from aspects that can explain the role of poetry learning and teachers in implementing a humanistic approach that supports students' mental health include, (1) Poetry functions as a medium for students' emotional expression, obtaining an average score of 18 which is categorized as high agreement, (2) Psychological safety in learning obtained an average score of 18 which is categorized as high agreement, (3) Validation of students' emotions as a psychopedagogical intervention obtained an average score of 20 which is categorized as very high agreement, (4) Emotional support and symbols of closeness between teachers and students obtained an average score of 19.5 which is categorized as very high. Overall, the humanistic approach applied by teachers obtained an average score of 19.5, which is categorized as very high. In this case, the application of a humanistic approach in poetry learning has succeeded in providing a positive impact on students' mental health.
Copyright (c) 2025 Monica Septya Kartika Candra, Muhammad Mahyan Masbuby https://creativecommons.org/licenses/by/4.0
Analysis of Experimental Physics Publications for Teaching Over the Past Decade (2015-2024)
Physics experiments play a crucial role in fostering student engagement, serving as a foundation for active learning and critical skill development. Experiments provide hands-on experiences that help students develop problem-solving abilities, scientific reasoning, and collaborative skills. Understanding the trends in experimental physics publications for teaching is essential to assess how this field evolves and to identify research gaps. This study examines the publication trends of experimental physics research for teaching over the past decade (2015–2024) by analyzing 2352 articles from prominent journals, including Physics Education, The Physics Teacher, European Journal of Physics, and American Journal of Physics. The results highlight notable peaks in publication during key periods, such as the COVID-19 pandemic, which accelerated innovation in virtual and remote experimental setups. Mechanics emerged as the most frequently researched topic, while thermodynamics and modern physics were underrepresented, suggesting significant research gaps. The analysis also identifies the transformative potential of technological advancements like smartphone-based tools and augmented reality, which have significantly enhanced teaching methodologies. This study underscores the need for collaborative efforts among researchers, educators, and policymakers to develop accessible, scalable, and innovative experimental approaches.
Copyright (c) 2025 Fadhil Muddasir, Hilarius Donatus Hun, Jubaedah, Yeheskel Sorpay, Widayani, Triyanta https://creativecommons.org/licenses/by/4.0
Islamic Religious and Character Education (IRCE) Based on Education for Sustainable Development (ESD) in Palm Oil Plantation Environment
This study investigates the implementation of Islamic Religious and Character Education (IRCE) integrated with Education for Sustainable Development (ESD) principles in SMP Swasta Sumbermas Sarana PT Tanjung Sawit Abadi, Lamandau, Central Kalimantan. The research addresses the critical need for bridging Islamic environmental theology with practical environmental education in palm oil plantation communities. Using a qualitative case study approach, data were collected through semi-structured interviews with 15 participants, focus group discussions with 60 students, classroom observations, and document analysis over six months. The study explores IRCE-ESD integration through three mechanisms: conceptual alignment, pedagogical innovation, and community engagement. Results demonstrate significant enhancement of students' environmental awareness with large effect sizes (Cohen's d = 2.67-3.42), achieving 78% improvement in environmental knowledge and 92% successful integration of ESD objectives within Islamic frameworks. Key success factors include teacher professional development (89% confidence improvement), community engagement (transforming 25% skepticism to 82% support), and curriculum adaptation incorporating khalifah fil ardh concepts. Implementation challenges included resource limitations and teacher preparedness gaps, addressed through collaborative material development and intensive training. Behavioral outcomes showed dramatic increases in environmental participation from 23% to 89%, sustained over six months. Students developed integrated Islamic-environmental identity, articulating connections between religious obligations and environmental responsibility. This research contributes empirical evidence for religiously informed environmental education effectiveness and provides a replicable framework for integrating sustainability within religious education contexts, supporting broader IRCE-ESD implementation in Muslim-majority communities.
Copyright (c) 2025 Kukuh Budhi Dharma, Lailatul Zuhriyah, A'isatul Arifah https://creativecommons.org/licenses/by/4.0
Integrating Gamification into Deep Learning in Elementary Education
This study examines the integration of gamification into the implementation of deep learning in elementary education. Deep learning is not a new curriculum, but rather a pedagogical approach that emphasizes meaningful, mindful, and joyful learning. The primary focus of this research is to analyze how gamified elements align with the principles of deep learning and how their application can enhance students’ conceptual understanding, reflective engagement, and learning motivation. This study employs a qualitative method using content analysis based on the Miles and Huberman model, with data collected from various literature sources, including scholarly journals, reference books, policy documents, and best practices in education. The findings indicate that gamification can support deep learning, especially when designed to foster connections between learning content and real-life experiences (meaningful), involve students in reflection and responsibility for their own learning (mindful), and create an interactive and enjoyable classroom environment (joyful). The study also reveals that this approach aligns with the development of foundational literacies, 21st-century competencies, and adaptive character traits that are relevant to the needs of learners in the digital age. It is concluded that gamification holds significant potential as an effective pedagogical strategy to support the transformation of elementary education through a deep learning approach.
Copyright (c) 2025 Emma Rahmawati, Zaidatul Inayah https://creativecommons.org/licenses/by/4.0
The Influence of Project-Based Learning (PJBL) Model on Holistic Learning Outcomes in Plant Classification at SMP Asy-Syarifiy
This study aims to analyze the effect of the Project Based Learning (PJBL) model on the holistic learning outcomes of seventh-grade students in the plant classification topic at SMP Asy-Syarifiy IEBS Lumajang. The PJBL model was implemented through a herbarium-making project designed to enhance students’ active engagement in learning and to develop cognitive, affective, and psychomotor skills in a balanced manner. This research employed a quantitative approach with a post-test only control group design. The results indicate that the implementation of PJBL has a significant effect on students’ holistic learning outcomes compared to conventional teaching methods. Through participation in real-life projects, students demonstrated improved understanding of plant classification concepts, teamwork skills, and the expression of values and attitudes toward the environment. Therefore, PJBL has been proven effective in supporting comprehensive and contextual learning achievements.
Copyright (c) 2025 Mochamad Khosyillah, Laila Khusnah https://creativecommons.org/licenses/by/4.0
Developing Smart Phone-Based Learning Application on Descriptive Text for Junior High School Students
The following aims guided the conduct of this study: Developing Smartphone-based Learning application based on animal descriptions. Understanding the viability of a smartphone-based learning application focused on descriptive writings about animals. In this study, the researcher used the Research and Development (R&D) approach with the ADDIE development stages (analysis, design, development, implementation, and evaluation), especially the analysis, design, development, implementation, and evaluation phases, but research was only conducted until the development stage. Material and media professionals carried out media validation. The Articulate Storyline 3 application was used to develop Android application-based learning media based on descriptive text about animals. The material expert's validation results obtained an average rating of 4.77 in the area of "Very Feasible." The media expert's assessment got an average rating of 4.73 in the "Very Feasible" category.
Copyright (c) 2025 Sofiani, Afrianto, Jismulatif https://creativecommons.org/licenses/by/4.0
Recommending Mathematics Learning Applications for Students: A Comprehensive Approach Using Multi-Attribute Utility Theory (MAUT)
Selecting the right mathematics learning application is crucial for supporting students' learning processes, but this is often hampered by a wide variety of choices without objective guidance, potentially leading to less effective selections. This descriptive quantitative study describes the implementation of the Multi-Attribute Utility Theory (MAUT) method to recommend mathematics learning applications that align with student needs. MAUT flexibly and comprehensively considers various weighted criteria, making it effective for decision-making with complex preferences. Eight criteria were used to evaluate ten mathematics learning applications: (1) user review count, (2) storage capacity, (3) rating, (4) user count, (5) application usage cost, (6) answer accuracy, (7) ease of use (UI/UX), and (8) step-by-step solutions. Data were collected through questionnaires distributed to 20 respondents. The calculation process in the MAUT method was carried out through several stages: determining the relative weights for each criterion, constructing a decision matrix, performing normalization on the decision matrix, and calculating the final utility value for each alternative. Based on the calculation results using the MAUT method, the recommended application order is as follows: Photomath, Question.AI, Cymath, QANDA, Gauthmath, Check Math, Symbolab, Mathos AI, Mathway, and Math Workout. This study is expected to provide a practical contribution by helping students and educational institutions choose the most optimal mathematics learning application, and to serve as a basis for the future development of a more structured recommendation system.
Copyright (c) 2025 Tya Nabila, Ade Fitri Novi Ardana, Nadhifatul Anisa’, Nur Fadilatul Ilmiyah https://creativecommons.org/licenses/by/4.0
Educational Financing Management Based on Madrasah Self-Reliance at MTs Al-Amien, Kediri City
Educational financing is one of the key factors in ensuring the continuity and quality of education. Amid government budget efficiency policies, educational institutions—particularly independent and growing private madrasahs such as MTs Al-Amien in Kediri City—are required to manage their finances effectively and efficiently. This study aims to explore the processes of: (1) Planning, (2) Implementation, and (3) Evaluation of educational financing based on madrasah self-reliance at MTs Al-Amien. A descriptive qualitative approach was used, with data collected through observation, interviews, and documentation. The findings show that financing management is carried out systematically and responsibly, starting with the establishment of a Quality Assurance Team by the principal. Budget planning is prepared through the RKAM, guided by the EDM, and involves various stakeholders within the madrasah. The main sources of funding include regular government BOS funds, parental contributions, and non-routine independent funding through external collaboration. Budget implementation prioritizes essential needs, aligns with available funds, and follows strict disbursement procedures. Both manual and digital bookkeeping systems are applied. Financial evaluations are conducted periodically in line with the budget cycle as a form of accountability and to improve financial management quality. All elements of the madrasah actively participate in the evaluation process. Financial constraints are addressed by seeking alternative support through proposal submissions to local or provincial governments and collaborating with PT Taspen. The evaluation results are used as the basis for future budgeting.
Copyright (c) 2025 Pryzam Putri Faza, Siska Yulia Weny https://creativecommons.org/licenses/by/4.0
Kahoot: An Interactive Learning Tool for Enhancing Interest and Literacy Skills in Children Aged 5–6 Years
Children's interest in literacy is currently declining. This is evident in the low enthusiasm of young children when given books for learning to read, write, and count, compared to learning that is packaged using digital technology. Technology can be integrated as an attractive, interactive learning medium that is suitable for children's characteristics. Through the use of educational applications such as Kahoot, children can enjoy a new learning experience and atmosphere in literacy activities. The implementation of Kahoot requires teacher supervision. Children can use a single computer and projector, or each child can use their own digital device. Literacy for children aged 5-6 years encompasses understanding language, expressing language, literacy, and logical thinking. This research method is qualitative with a case study approach. The sampling technique used is purposive sampling, where the sample consists of children with low literacy interest and ability, totaling 15 children. The results of this study indicate changes in literacy interest and ability among children aged 5-6 years. In terms of interest, during learning activities using Kahoot, children are highly enthusiastic about learning letters and numbers, showing joy in learning to read, actively reading, and answering quizzes. In terms of literacy understanding, children can recognize patterns, ABCD–ABCD, arrange letters into words, write and read their own names, recognize sounds, identify familiar symbols, spell letters into words, identify groups of images with the same initial sound/letter, and understand the rules of the game.
Copyright (c) 2025 Sri Maisari, Rahayu Vini Busri https://creativecommons.org/licenses/by/4.0
Team Game Tournament Learning with Online Comic Media Improves Students' Wrehastra Script Writing
Based on the initial reflection at SMK Negeri 1 Sukawati, it was found that there was a problem, namely the low ability of grade X DKV 2 students at SMK Negeri 1 Sukawati to write Wrehastra script. Based on interviews with Balinese language teachers, this was also caused by the lack of innovative learning models that were suitable for the students' learning climate. The purpose of this study is to determine the effectiveness of the TGT (Team Game Tournament) cooperative learning model using Balinese online comic media in improving student learning achievement and response. Data was collected using interview, observation, and test methods, then analysed using descriptive statistical methods. The research design consisted of N-cycles comprising (1) planning stage, (2) action implementation stage, (3) observation stage, and (4) reflection stage. The TGT (Team Game Tournament) cooperative learning model assisted by Balinese online comic media can improve the ability to write Wrehastra script among students in class X DKV 2 at SMK Negeri 1 Sukawati in the 2023/2024 academic year. This is evidenced by the average test results in Cycle I of 64.75 or 30.7% with a satisfactory rating, and an increase in Cycle II to 83.49 or 96.1% with a good rating. Responsiveness also improved, as evidenced by the average score in Cycle I of 69.15 or 34.6% with a satisfactory rating, which increased in Cycle II to 83 or 96.1% with a good rating.
Copyright (c) 2025 I Nyoman Sadwika, Luh De Liska, Ni Pt. Pande Mirah Surya Dewi, Ni Putu Yuniarika Parwati https://creativecommons.org/licenses/by/4.0
Motivation at English Language Training Program
This study investigates the motivation of elementary school teachers participating in an online English language training program as part of a community service activity. The objective of this study was to offer practical suggestions for educators and aspiring researchers who are interested in understanding and enhancing learners' motivation in English language training. Conducted with 50 teachers from 18 schools in Surabaya and 2 schools in Jakarta, Indonesia, the research employed a descriptive method using questionnaires and in-depth interviews. The findings highlight the importance of intrinsic, extrinsic, and avoidance motives in learners' participation. Stakeholders' demands and the intention to stay current with modern trends were identified as significant factors influencing motivation. The study emphasizes understanding learners' motivation to determine the success or failure of online English learning, noting that motivation serves as the driving force for acquiring a second language. The research also explores the impact of Computer-Assisted Language Learning (CALL) systems on learners' motivation, nothing their positive effects on interest, autonomy, and oral communication practice. The study aims to provide insights into the overall motivation of language learners, particularly in the context of CALL systems, to enhance language acquisition.
Copyright (c) 2025 Kartika Marta Budiana, Desi Tri Cahyaningati, Riski Aprillianita https://creativecommons.org/licenses/by/4.0
Challenges in Posing HOTS-Oriented Problems: A Study of Prospective Mathematics Teachers with Restricted Creativity
The ability to pose problems that require Higher Order Thinking Skills (HOTS) is a crucial competency for prospective mathematics teachers. However, numerous prospective teachers still experience difficulties in constructing mathematics HOTS-oriented problems, especially those with restricted creativity. This qualitative research aims to explore the difficulties experienced by prospective teachers with low levels of creativity in posing HOTS-oriented mathematics problems. This research is an extension of prior investigation that categorized 85 prospective teachers into five levels of creativity, revealing that more than 40% fell into the less creative and non-creative categories. This research data was collected through documentation of problem-posing tasks from previous research and in-depth interviews. Data was analyzed using a thematic approach to identify emerging patterns of difficulty. The result revealed four main categories of difficulty: (1) difficulty posing problems with varying cognitive levels, (2) difficulty posing more than one HOTS problem, (3) inability to pose problems at the HOTS level, and (4) difficulty posing solvable problems. The most dominant difficulty was in the aspect of cognitive level variation. These findings indicate that creativity plays a significant role in the ability to pose HOTS-oriented problems. This research suggests the need to develop targeted pedagogical interventions to support creative thinking processes and question design skills in prospective teacher education).
Copyright (c) 2025 Dwi Shinta Rahayu, Nalsa Cintya Resti, Putri Pebriyanti https://creativecommons.org/licenses/by/4.0
Conversational Implicature in Kim Namjoon’s UN Speech: A Paul Grice Pragmatic Implicature Analysis
This study aims to analyze the conversational implicature in the speech of Kim Namjoon (RM), leader of South Korean music group BTS, at the 2018 United Nations General Assembly. The analysis was conducted using a pragmatic approach based on Paul Grice’s theory of conversational implicature, as explained in the book Doing Pragmatics by Peter Grundy. The method used is descriptive qualitative with content analysis technique, which aims to reveal the implied meanings of the utterances in the speech. The results showed that RM strategically utilized violations of Grice’s maxims (Quantity, Quality, Relevance, and Manner) to produce strong conversational implicature. The violations do not reduce the effectiveness of the message, but rather strengthen the persuasive, emotional, and universal power of the speech. The implicature reflects values such as courageous self-acceptance, empathy, and the urge to express one;s true self. The findings confirm that the communication strategies used by RM in his speech are an example of effective application of pragmatics in the context of cross-cultural and global communication.
Copyright (c) 2025 Haiba Pradita Aditya https://creativecommons.org/licenses/by/4.0
Arabic Language Learning with a Communicative Approach through Massive Open Online Course Platform online.arabicgampang.id
The Massive Open Online Course (MOOC) platform is present as a new alternative to Arabic learning. MOOC is a learning platform that can be accessed openly, and is available online for anyone, anytime, and anywhere. This study aims to explore the features and uses of online.arabicgampang.id MOOC platform in Arabic language learning. The researchers used descriptive qualitative research as a research approach and observation as a data collection technique. The data that has been collected is analyzed in three stages, namely data condensation, data presentation, and depiction and conclusion drawn. Researchers found that there are various benefits in the features and use of MOOC platforms in Arabic learning, namely accessible learning, learning with a communicative approach, comprehensive evaluation, and the existence of a learning community. So, this platform offers an easy, effective, and communicative way to learn Arabic. The platform is suitable for learners of all levels, from beginner to advanced.
Copyright (c) 2025 Muh. Naufal Fitra, Muhammad Ibnu Tamam https://creativecommons.org/licenses/by/4.0
The Impact of AI-Assisted Role Play on Ecosystem Learning to Improve Cognitive and Communication Skills
This study addresses the need to improve students’ cognitive and communication skills in science learning, particularly in understanding ecosystem interactions. In Indonesia, these competencies remain low due to limited student-centered learning strategies. This research aimed to examine the impact of AI-assisted role play as an innovative instructional approach to enhance these skills. A quasi-experimental design with a control group pretest-posttest was applied. The study was conducted in one junior high school in Cimahi on May 5, 2025, involving 22 seventh-grade students in an experimental class. The treatment involved AI-generated role play scenarios to simulate ecological interactions. Data were collected using cognitive achievement tests and communication skill rubrics. The analysis used paired and independent sample t-tests. The results revealed a significant improvement in students’ posttest scores, indicating enhanced conceptual understanding of ecosystem components and ecological relationships. Moreover, students showed improvement in oral communication, collaboration, and scientific reasoning. However, the cognitive improvement was not highly significant, likely due to the limited learning duration and stronger emphasis on affective and social aspects during role play. These findings suggest that AI-assisted role play can support contextual and engaging science learning, particularly in developing communication competence. The study concludes that integrating interactive AI tools within science classrooms holds promise for enhancing scientific literacy in line with the goals of the Merdeka Curriculum.
Copyright (c) 2025 Siti Hafifatul Rofiah, Diana Rochintaniawati, Parlindungan Sinaga https://creativecommons.org/licenses/by/4.0
Deep Learning Model in Personalizing Learning Based on the "Love Curriculum" in Islamic Boarding School
This study explores innovative deep learning-based personalized learning and the “Love Curriculum” at the Padepokan Kyai Mudrikah Kembang Kuning Islamic Boarding School in Pamekasan. The traditional educational paradigm is less adaptive to student heterogeneity, triggering the urgency for personalization. The deep learning model offers solutions for content adaptation and dynamic feedback, while the Curriculum of Love instills the values of monotheism. Through a case study, this research analyzes the implementation of these models. Data was collected from the director, teachers, and students through interviews, observations, and documentation, with data validity verified using pattern matching. The results show the systematic application of personalization, beginning with comprehensive diagnostic assessments for learning grouping and peer tutor empowerment. The learning philosophy of “joyful, conscious, meaningful” is emphasized with hands-on practices that foster spiritual empathy. All activities are based on the “unification curriculum” (monotheism). The seven pillars of Islamic Boarding School learning: one day one verse, one hadith one presentation, one week three languages, one student one laptop, one activity one paragraph, one week three fashl and one week three themes, integrate spirituality, language, literacy, and digital technology. This model develops student holistically: intellectually, spiritually, and characteristically, with the ultimate goal of monotheism.
Copyright (c) 2025 Nurul Zainab https://creativecommons.org/licenses/by/4.0
Deixis and Digital Persuasion: Sociopreneurship Messages of @aldwinnv on Instagram and TikTok
This study examines the role of deixis in shaping persuasive sociopreneurship communication on Instagram and TikTok, focusing on six posts (three from each platform) by the Indonesian sociopreneur @aldwinnv. Deixis, as a pragmatic linguistic feature, situates utterances in relation to the speaker, audience, and context, making it essential for persuasive strategies in digital communication. Employing a qualitative descriptive approach within the pragmatic discourse framework, the study identifies personal, temporal, spatial, discourse, and social deixis in the data. Findings indicate that personal deixis, particularly saya (I) and kita (we), builds relational intimacy and credibility. Temporal deixis, such as sekarang (now) and hari ini (today), creates urgency and motivates immediate action. Spatial deixis (e.g., di sini, tempat ini) authenticates the speaker’s experience by grounding narratives in real contexts. Social deixis (e.g., teman-teman, sahabat, bro) varies between platforms, reflecting formality on Instagram and casual solidarity on TikTok. Discourse deixis (e.g., seperti yang saya bilang tadi) strengthens coherence in motivational storytelling. These findings show that deixis operates as a persuasive device that enhances ethos, pathos, and communal identity in sociopreneurship content. The study contributes to digital pragmatics by demonstrating how subtle linguistic cues support persuasive entrepreneurship narratives and offers pedagogical implications for media literacy and entrepreneurship education.
Copyright (c) 2025 Ari Astutik, Dewanto, Lambang Erwanto S https://creativecommons.org/licenses/by/4.0
Collaborative Learning for EFL Academic Writing Development in Higher Education: A Systematic Literature Review
Academic writing is a central competency in higher education, yet many students struggle to meet the demands of disciplinary courses, particularly in English as a Foreign Language (EFL) context. Collaborative learning, grounded in social constructivist theory, has emerged as a promising pedagogical approach to enhance writing development by fostering interaction, peer feedback, and shared knowledge construction. This systematic literature review synthesizes empirical studies published between 2020 and 2025 that examine the implementation of collaborative learning in higher education settings. This study aims to determine the implementation of collaborative learning in EFL writing classroom (benefits and challenges) using the Systematic Literature Review (SLR) method. The SLR method is employed to rigorously identify, examine, evaluate, and interpret the body of existing research concerning a specified phenomenon, guided by clearly defined research questions. This approach enables the systemic identification of relevant scholarly works, with each phase conducted in accordance with predetermined, standardized procedures or protocols. The results indicate that collaborative learning in EFL writing instruction in higher education context boosts organization, grammar, vocabulary richness, fluency, and the ability to structure idea effectively. The students feel more motivated, confident, and less anxious, aligning with the social constructivist view that deeper language development emerges through interaction, meaning negotiation, and collaborative problem solving.
Copyright (c) 2025 Fitria Wulan Sari, Jamilah, Madya Giri Aditama, Susana R Bahara, Abdulhalim Daud https://creativecommons.org/licenses/by/4.0
Strengthening Emotional Literacy Through Children's Literature in Adaptive Learning: A Study of the Character Dru in the Novel Dru dan Kisah Lima Kerajaan by Clara Ng
Strengthening emotional literacy is an important aspect of 21st-century education, emphasizing the development of students' social and personal intelligence. This article aims to examine how children's literature, specifically Clara Ng novel Dru dan Kisah Lima Kerajaan, can be used as an adaptive learning medium to foster the ability to understand, manage, and express emotions in a healthy manner. Through a literature review approach and literary psychology analysis, this article focuses on the main character, Dru, who experiences developments in emotional control throughout the story. The findings indicate that Dru's emotional experiences in dealing with conflict, pressure, and socio-cultural differences in the five kingdoms can reflect emotional dynamics that are familiar to children and adolescents. The character of Dru can be used as an adaptive learning resource, as it allows students to identify the character's emotions, evaluate their responses, and reflect on them in a real-life context on a personal level. Thus, children's literature not only has aesthetic and moral value but also plays an important role in building students' emotional literacy through flexible and contextual learning.
Copyright (c) 2025 Fatma Nur Asysyifa, Erawati Dwi Lestari https://creativecommons.org/licenses/by/4.0
The 21st Century Transformation of Islamic Religious Education (PAI) Learning Through Active Deep Learner Experience (ADLX): Teachers’ Strategies, Students’ Responses, And Challenges in Elementary School
Islamic Religious Education (PAI) learning in elementary schools is often still traditional, teacher-centered, and focused on memorization, which makes it less meaningful for students. Ideally, PAI learning should foster active, reflective, and applicable processes in daily life. This study aims to describe the implementation of the Active Deep Learner Experience (ADLX) method in PAI learning at SDIT Bina Insani, Kediri City, focusing on teachers’ strategies, students’ responses, and challenges faced during its implementation. This research employed a qualitative descriptive approach, with data collected through participatory observation, in-depth interviews, and documentation. Data analysis was carried out using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that teachers applied structured strategies aligned with ADLX principles, involving students actively and reflectively in the learning process. Students responded positively, as shown by increased participation, deeper conceptual understanding, value internalization, and improved worship practices. However, teachers faced challenges such as limited instructional time, diverse student characteristics, and restricted learning media. The study concludes that ADLX is effective in improving the quality of PAI learning across cognitive, affective, and psychomotor domains. These findings imply the need for institutional support in terms of resource provision, flexible policies, and continuous teacher training to ensure the sustainable implementation of ADLX.
Copyright (c) 2025 Septiana Purwaningrum, Lu’luil Maknun https://creativecommons.org/licenses/by/4.0
Development of E-Modules on Earth and Solar System Concepts Using SSI Approach with Embedded Islamic Values
This study aims to provide a complete e-module on Islamic ideas about the earth and solar system to enhance instructional practices in schools. This study employs the ADDIE framework for development, utilising a questionnaire as a research instrument and incorporating three expert validators: subject matter experts, media specialists, and integration specialists. The product to be developed is an integrated e-module on Islamic concepts within the Earth and Solar System curriculum, designed for seventh-grade students in junior high and Islamic junior high schools. The assessment outcomes indicated that the material expert achieved a score of 85%, the media expert attained 83.3%, and the integration expert received 89.5%. The evaluation determined that the integrated e-module on Islamic concepts concerning the earth and solar system is very suitable for enhancing students' educational experiences in schools.
Copyright (c) 2025 Niki Dian Permana P, Susilawati, Annisa Syafira, Annisa Hikmah Wati, Nugy Setiawan Putra, Diniya https://creativecommons.org/licenses/by/4.0
Development of a Project-Based Learning (PjBL) Student Worksheet with a Scientific Daily Life Context on the Topic of Acid, Base, and Salt Solutions
This research was motivated by the limited availability of teaching materials in the form of project-based learning (PjBL) student worksheets that integrate scientific concepts with daily life contexts. The purpose of this study was to develop PjBL-based student worksheets contextualized to everyday scientific phenomena for the topic of acid, base, and salt solutions at the junior high school/Islamic junior high school level. The study employed a research and development (R&D) design using the Plomp model. Both qualitative and quantitative data were collected through questionnaires, interviews, and documentation. The validation results indicated that the developed product was highly valid, with scores of 100% from language experts, 92% from subject matter experts, and 72% from teaching material experts, yielding an overall mean validity score of 88%. In terms of practicality, teachers rated the product as very practical with a score of 91%, while students evaluated it as very good with a score of 93%. Based on these findings, it can be concluded that the PjBL-based student worksheets with a scientific daily life context for the acid, base, and salt solutions lesson are valid, practical, and suitable for use in science learning at the junior high school/Islamic junior high school level.
Copyright (c) 2025 Miterianifa, Bunga Adibah, Muhammad Ilham Syarif, Yetty Trisnayanti https://creativecommons.org/licenses/by/4.0
Narratives of Song-Based Teaching: Adaptive Strategies and Motivation in Indonesian EFL Context
This study aimed to explore the experiences and adaptive strategies of English teachers for using songs as media in their teaching practices. A qualitative study method with a narrative inquiry approach was applied. Two English teachers from different junior high schools in Banjarmasin were selected as participants. Data was collected through in-depth interviews and supported by classroom observations. The findings revealed that teachers adapted their song-based instruction to suit students’ levels, interests, and classroom dynamics, creating a flexible and engaging environment. The teachers’ motivation to continue using songs emerged from their own enjoyment, increased confidence, and positive student responses, including better participation and language proficiency. The use of song as media also proved technically simple and did not require formal training, making it accessible for broader classroom use. This study highlights the importance of adaptive pedagogical choices and recommends the use of song as a responsive and motivating medium to enhance both teaching effectiveness and student engagement in EFL classrooms.
Copyright (c) 2025 Iqbal Zulkifli, Andi Irlina https://creativecommons.org/licenses/by/4.0
TPACK-Based E-Textbooks for Science Literacy: A Systematic Review in Primary School Education
The purpose of this study is to investigate the need for TPACK-based digital book development in an effort to improve science literacy in primary schools. The study used a systematic review method of 67 domestic and international academic articles published between 2019 and 2025. This research was carried out through the provision of seven main indicators, namely the characteristics of students at the elementary school level, the characteristics of teachers at the elementary school level, the need for digital media and digital books for science learning at the elementary school level, TPACK strategies in learning design, incorporating TPACK into digital books, science literacy as the main goal of science learning, and the use of digital books in education. The results of the analysis showed that students needed interactive, multimodal, and context-specific learning media, while teachers needed detailed TPACK-based training assistance. Furthermore, digital books designed based on TPACK are able to increase students' knowledge of concepts, learning engagement, and learning abilities. These results confirm the fact that TPACK-based digital book design is an innovative solution applied to learning science in primary schools. This study is likely to have an impact on the basis for adaptations, contexts, and effective products on digital science books to enable national learning services.
Copyright (c) 2025 Fitri Siti Sundari, Yufiarti, Totok Bintoro https://creativecommons.org/licenses/by/4.0
Enhancing Students’ Writing Skill Through Threads Application in SILC (Skapsa International Language Class) at Kediri
Writing is an essential skill yet hard to be master especially for EFL students. There are some challenges in writing such as vocabulary mastery, generating ideas, transforming ideas in to a text. To address students’ challenges in writing, this study proposed Threads application to help them to write better. It is a text-based social media platform developed by Meta for Instagram users, allowing users to post, comment, and share ideas. This study aimed to enhance students’ writing exposition text skills in SILC (SKAPSA International Language Class) at Kediri. In this study, classroom action research (CAR) approach was employed as the research design. One class consisting of eighteen students of SKAPSA (SMK PGRI I Kediri) participated in this study. The research was conducted in two cycles, and each cycle consists of three meetings. The data were collected through observation and writing tests. The criteria of success included an average score at least 75, and 85% of students passed the Minimum Competency Standards (KKM). The results showed good improvement. In the preliminary test, the average score was 60.22, with only 22.22% passing grade. After implementation of Threads in cycle I, the average rose to 75.5 (61.1% passing grade), and in cycle II, it rose to 80.1 with 94.4% passing grade. It can be concluded that Thread application can enhance the students’ writing skill. Therefore, it is suggested for EFL teachers to use Threads application as an alternative technology based application to enhance students’ learning especially in writing.
Copyright (c) 2025 Sri Wahyuni, Syahrul Erva Fahruriza, Ary setya Budhi Ningrum https://creativecommons.org/licenses/by/4.0
Academic writing is a central competency in higher education, yet many students struggle to meet the demands of disciplinary courses, particularly in English as a Foreign Language (EFL) context. Collaborative learning, grounded in social constructivist theory, has emerged as a promising pedagogical approach to enhance writing development by fostering interaction, peer feedback, and shared knowledge construction. This systematic literature review synthesizes empirical studies published between 2020 and 2025 that examine the implementation of collaborative learning in higher education settings. This study aims to determine the implementation of collaborative learning in EFL writing classroom (benefits and challenges) using the Systematic Literature Review (SLR) method. The SLR method is employed to rigorously identify, examine, evaluate, and interpret the body of existing research concerning a specified phenomenon, guided by clearly defined research questions. This approach enables the systemic identification of relevant scholarly works, with each phase conducted in accordance with predetermined, standardized procedures or protocols. The results indicate that collaborative learning in EFL writing instruction in higher education context boosts organization, grammar, vocabulary richness, fluency, and the ability to structure idea effectively. The students feel more motivated, confident, and less anxious, aligning with the socio constructivist view that deeper language development emerges through interaction, meaning negotiation, and collaborative problem solving.
Rethinking Teacher Professionalism in ELT: A Theoretical Review Toward Adaptive and Future-Oriented Pedagogy
This study examines teacher professionalism from a theoretical perspective and its implications for English Language Teaching (ELT) in response to rapid digital transformation, curriculum shifts, and learner diversity. Drawing on a thematic analysis of 20 scholarly articles published between 2021 and 2025, the data were gathered using Publish or Perish (PoP), which retrieves sources from Google Scholar and CrossRef. The reviewed literature reflects current trends and issues in ELT, particularly within the theme “Bridging the Future: Innovating Education through Adaptive Pedagogies.” Findings reveal that teacher professionalism extends beyond the four basic competencies pedagogical, professional, social, and personal to include reflective practice, digital literacy, and adaptive thinking. Strategic approaches such as continuous professional development (CPD), blended learning, peer collaboration, and leadership development are identified. Despite these, challenges persist, including unequal access to training, administrative burden, and gender-related barriers. The study emphasizes the need for inclusive, integrated, and technology-responsive CPD models to empower teachers as adaptive change agents in the evolving ELT landscape.
Copyright (c) 2025 Fauziatun Nisa, Elok Abidatut Thoyyibah, Wirda Ningsi Zebua https://creativecommons.org/licenses/by/4.0
Teaching English for Entrepreneurship to English Department Students at Universitas Hasyim Asy’ari (UNHASY)
This study explores the implementation of English for Entrepreneurship for English Department students at Universitas Hasyim Asy’ari (UNHASY). As the demand for graduates who possess both strong communication skills and entrepreneurial mindset continues to rise, integrating entrepreneurship themes into English language teaching becomes increasingly relevant. The course is designed to develop students’ ability to use English in business-related contexts such as pitching ideas, writing business plans, marketing products, and engaging in negotiations. Using a qualitative descriptive method, this research investigates students' responses, challenges, and learning outcomes through interviews, classroom observation, and document analysis. The findings show that teaching English for Entrepreneurship improves students’ confidence in motivation, critical thinking, and real-world language use, while also increasing their interest in business and self-employment. The study concludes by recommending curriculum development that combines language instruction with practical entrepreneurial skills to prepare students for the global market.
Copyright (c) 2025 Maskhurin Fajarina, Ria Kamilah Agustina, Pipit Ertika Daristin, Nopran Riyan Agung Saputra https://creativecommons.org/licenses/by/4.0
Transformational Leadership in School-Based Management (SBM)
This study aims to examine the strategies of madrasah principals in strengthening ideal influence, inspirational motivation, intellectual stimulation, and individual attention towards teachers and education staff in the implementation of Transformational Leadership in School-Based Management (SBM) at MTsN 7 Tulungagung. The approach used is post-positivistic with data collection techniques through participant observation, in-depth interviews, and documentation. Data analysis was carried out through the stages of data condensation, data presentation, and concluding, with validity tested through triangulation, extended attendance, and discussions with colleagues. The results of the study indicate that madrasah principals integrate the vision and mission of the madrasah into the work program, provide motivation through moral support and rewards, improve teacher competency through training, provide adequate learning facilities, and meet the needs of individual educators. Overall, madrasah principals play a central role in implementing Transformational Leadership with a collaborative, inspirational, and value-based approach. This strategy creates an educational environment that supports the development of educators' potential and encourages the creation of quality learning that is in line with the madrasah's vision as a center for the development of faith, science, and technology.
Copyright (c) 2025 Saiful Anwar https://creativecommons.org/licenses/by/4.0
English Teachers’ Readiness for Technology Integrated Learning: Perceptions in The Context of a Changing Educational Era
The rapid advancement of digital technology has transformed English language teaching (ELT), requiring teachers to possess not only content expertise but also technological and pedagogical competence. This qualitative case study explores how Indonesian junior high school English teachers perceive and respond to the integration of technology in their teaching practice. Grounded in Sociocultural Theory, the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK), Diffusion of Innovation Theory, and Constructivist Learning Theory, the study involved six purposively selected teachers with at least one year of experience. Data were gathered through semi-structured interviews and analyzed thematically. The findings reveal that teachers generally hold positive attitudes toward digital technology, recognizing its potential to enhance interactivity, engagement, and instructional quality. However, they also face significant challenges. First-order barriers such as insufficient training, limited infrastructure, and institutional neglect coexist with second-order barriers including lack of confidence and limited digital literacy. Furthermore, technology alone was not seen as a guarantee for student motivation or learning outcomes without clear pedagogical planning. Despite these constraints, teachers displayed strong adaptability by engaging in self-directed learning through platforms like YouTube and TikTok, experimenting with digital tools such as Quizizz and Duolingo, and participating in informal peer mentoring. They also emphasized the need for ongoing, practical, and context-specific professional development. This study highlights the multifaceted nature of teacher readiness in digital learning and calls for systemic support through targeted training, infrastructure provision, and collaborative learning cultures to ensure meaningful technology integration in ELT contexts.
Copyright (c) 2025 Siti Fatimatus Zahro, Waqiatun Nurul Hidayah, Zulfani Muhammad Zam-zam https://creativecommons.org/licenses/by/4.0
Developing Interactive Arabic Teaching Materials Based on Heyzine Flipbook for Junior High School Students
This research was conducted in response to the limited availability of effective and engaging Arabic language teaching materials at MTs. Raudlatut Thalabah. The existing instructional resources primarily consisted of student worksheets (LKS), with minimal use of multimedia tools, leading to low student engagement and difficulty in understanding the material, particularly the topic of at-ta’aruf. The purpose of this research was to develop Arabic teaching materials using Heyzine Flipbook and to evaluate their strengths and weaknesses. The research employed a Research and Development (R&D) approach using the ADDIE instructional design model, which includes the stages of Analyze, Design, Development, Implementation, and Evaluation. Data collection methods involved observation, interviews, documentation, questionnaires, and tests. The final product was an interactive flipbook enriched with audio, video, and quizzes. Validation results indicated that the material was highly valid in terms of content (90.5%) and media (82.7%). Feedback from teachers and students was also very positive, with response rates of 85.6% and 89.2%, respectively. Additionally, the effectiveness of the material was demonstrated by an normalized gain (N-gain) score of 76.5%, categorized as effective. The advantages of the developed material include its digital format, online accessibility, multimedia support, and interactive quizzes with automatic scoring. However, limitations remain, such as the material’s focus on a single topic (at-ta’aruf) and its reliance on an internet connection, which restricts offline accessibility.
Copyright (c) 2025 Putri Nur 'Aini, Putri Kholida Faiqoh, Ahmad Sholihuddin https://creativecommons.org/licenses/by/4.0
Enhancing Students’ Reading Comprehension Through Digital Gamification in Junior High School
eading comprehension is a critical skill in English as a Foreign Language (EFL) learning. However, many Indonesian junior high school students face persistent challenges in this area, primarily due to low motivation, lack of engagement, and the continued use of conventional instructional methods. These issues underscore the need for innovative pedagogical strategies that align with learners’ interests and digital habits. This study investigates the effect of digital gamification on students’ reading comprehension using a narrative-based video game titled “I Got This: An Interactive Story” as a digital medium in the learning process. The gamification was implemented without the use of specialized platforms, as game elements were manually integrated by the researcher. A quantitative approach with a quasi-experimental design was employed, involving 60 eighth-grade students at SMPN 1 Tarokan, who were assigned to the experiment group and control group through purposive sampling. The experiment group received instruction through a gamified video game incorporating points, levels, leaderboards, badges, and rewards, while the control group was taught using conventional methods. Both groups completed a pre-test and post-test consisting of 25 multiple-choice questions based on narrative texts. Data were analyzed using the Mann-Whitney U test due to non-normal distribution. The results showed a statistically significant difference between the two groups (p = 0.002), with the experimental group demonstrating greater improvement in reading comprehension. These findings highlight the pedagogical value of narrative-driven digital gamification and offer implications for educators and curriculum designers seeking to modernize reading instruction in alignment with the digital habits of 21st-century learners.
Copyright (c) 2025 Reyhan Haisung Aulada Abraham, Khoiriyah, Sulistyani https://creativecommons.org/licenses/by/4.0
Merdeka Belajar Policy to Improve the Quality of Education
"Bebas Belajar" is a new policy program of the Ministry of Education and Culture of the Republic of Indonesia, initiated by Minister of Education and Culture Nadiem Anwar Makarim. Nadiem has a reason for pursuing an independent learning policy. The 2019 Program for International Student Assessment (PISA) showed that Indonesian students ranked sixth from the bottom; Indonesia ranked 74th out of 79 countries in mathematics and literacy. There are four main points of the new policy of the Ministry of Education and Culture of the Republic of Indonesia, namely: 1) The National Examination (UN) is replaced by the Minimum Competency Assessment and Character Survey. 2) The National Standardized School Examination (USBN) is handed over to schools. 3) Simplification of the Learning Implementation Plan (RPP). 4) Expansion of the zoning system in the admission of new students (PPDB). The characteristics of independent learning include: 1) Development of Soft Skills and Character. 2) Focus on essential materials. 3) Flexible learning. The implementation of independent learning is applied in three options, namely: 1) Independent learning. 2) Independent change. 3) Independent sharing. Implementation of independent learning To be effective and appropriate in its implementation, thorough preparation is needed, including the capacity of human resources must also be prepared as well as possible by gaining complete knowledge about the independent learning policy through the socialization process, gradually but continuously improving teaching methods by introducing student-friendly learning strategies, improving the pedagogical quality of teachers and changing the way of thinking and old paradigms of teachers. The independent campus policy is a continuation of the independent learning concept. The MBKM policy includes: 1) Collaboration Mechanism between PTKIS and Study Programs with external parties. 2) Acceleration of PTN Go International with the PTN Legal Entity (PTN-BH) policy. 3) Internship Mechanism Outside the Study Program.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Reforming Education through Curriculum Evaluation, Challenges and Future Directions
All countries agree that education is the main foundation for national development. Curriculum evaluation is a key component in the process of sustainable education reform. It improves the effectiveness, efficiency, equity, and relevance of the education system, of which the curriculum is central. The success of reform depends heavily on effective curriculum planning, implementation, and evaluation. This article discusses the strategic role of curriculum evaluation in driving change in the education system, focusing on the Indonesian context and its global relevance. Through a literature review of various relevant studies and sources, it is found that the main challenges lie in limited resources, low evaluative teacher competency, and the gap between policy and implementation. On the other hand, the use of digital technology, formative assessment, and multi-stakeholder involvement are potential future directions. This article recommends strengthening data-based evaluation capacity, cross-sector collaboration, and the integration of evaluation into the curriculum planning cycle. These findings are expected to contribute to the development of an adaptive, participatory, and contextual curriculum evaluation model to meet the demands of 21st-century education.
Copyright (c) 2025 Abdul Karim Suhadha, Rusman, Deodatus Kolek, Dhaffa Muhamad Dzikri Mulyadi https://creativecommons.org/licenses/by/4.0
From Language Learning to Multiliteracies: Exploring Digital Literacy and Student Skill Development in Indonesian for Foreign Learners
This study explores the integration of digital literacy into BIPA (Bahasa Indonesia bagi Penutur Asing—Indonesian for Foreign Learners) instruction as a strategy to promote the comprehensive skill development of international students, encompassing linguistic, digital, and intercultural competencies. Employing a corpus-based qualitative approach, the research focuses on the analysis of authentic digital communication products created by foreign students through task-based learning activities. The corpus consists of multimodal texts—including blog entries, podcast transcripts, infographics, and interactive digital posters—collected from intermediate-level BIPA students at universities at South Sumatra. The findings reveal three key insights. First, linguistically, students demonstrate improvements in sentence structure, thematic vocabulary (culture, society, technology), and pragmatic appropriateness in digital contexts. Second, in terms of digital literacy, students effectively utilise various platforms (Padlet, Canva, and Flipgrid) to construct and deliver messages creatively, interactively, and in alignment with audience expectations. Third, interculturally, students exhibit the ability to interpret local communication norms, avoid cultural faux pas, and present cross-cultural perspectives through their digital narratives. Corpus analysis also indicates a shift in learners’ roles—from passive recipients of information to reflective, collaborative, and globally connected content creators. This study highlights the potential of integrating digital literacy into BIPA instruction to foster essential 21st-century competencies. The findings provide a valuable foundation for developing a BIPA curriculum that is responsive to both digital transformation and the cultural diversity of international students.
Copyright (c) 2025 Hani Atus Sholikhah, Ernalida Ernalida, Izzah Izzah, Astrid Yulinda Putri, Khalidatun Nuzula https://creativecommons.org/licenses/by/4.0
Development of Student Worksheets Based on Integrated Field-Based Learning Using PlantNet in Teaching Plant Classification to Seventh Grade Junior High School Students
The development of the digital era has encouraged the use of information and communication technology as one of the important pillars of 21st century learning innovation. Mobile phone-based applications such as PlantNet can be used to help students identify plants directly in their surroundings. Based on an analysis of student needs, 62% prefer practical-based instructional materials, 70% prefer mobile-based learning applications, and 84.6% opt for learning activities involving practical exercises. Plant classification material is still considered challenging by the majority of students. Science teachers noted that instruction remains predominantly lecture-based, relying on limited worksheets and textbooks. Teachers also suggested the development of more innovative instructional materials without abandoning the worksheet format. This study aims to describe the validity, practicality, and effectiveness of the PlantNet application-assisted practical workbook for seventh-grade plant classification material at SMPN 1 Jenggawah. The type of research used is Research and Development (R&D) with the ADDIE model. Data collection techniques include observation, interviews, questionnaires, and tests. The validation results showed a percentage of 88.1% (content) and 92.8% (media), falling into the highly valid category. Practicality reached 85.7% (teachers and students), as well as 94% and 90% from student trials. Effectiveness, based on the N-gain test, was 0.8 and 0.7, falling into the high category.
Copyright (c) 2025 Al Fina Nurul Aisyah, Rafiatul Hasanah https://creativecommons.org/licenses/by/4.0
Systematic literature review: Exploration of ethnomathematics on Malay culture in West Kalimantan
Ethnomathematics in mathematics education has the potential to foster meaningful learning experiences by integrating students’ cultural backgrounds and lived experiences as members of specific ethnic communities. This study explores the ethnomathematical elements of Malay culture in West Kalimantan using a Systematic Literature Review (SLR) approach. Data were collected via the Publish or Perish application from journal articles indexed in Google Scholar, yielding fourteen studies published between 2017 and 2025. The review shows that ethnomathematical practices are most frequently represented in weaving, cultural traditions, games, dances, and architectural heritage. These cultural elements embed diverse mathematical concepts, with geometry and measurement as the most dominant domains, followed by algebra, probability, set theory, and logic. The results imply that Malay culture in West Kalimantan offers authentic learning resources that can enhance the meaningfulness of mathematics learning.
Copyright (c) 2025 Ressy Rustanuarsi https://creativecommons.org/licenses/by/4.0
Navigating Pedagogical Challenges: Student-Teacher Experiences in the Amaliyah Tadris Program at Islamic Boarding Schools Learning Interests
This study explores the real-life challenges faced by final-year high school students participating in the Amaliyah Tadris program at an Islamic boarding school, particularly when teaching English. Using a qualitative narrative inquiry approach, the researcher interviewed eight student-teachers from Darul Hijrah Islamic Boarding School for Female. These in-depth interviews captured their teaching experiences, the difficulties they encountered, and the strategies they used to overcome them. The findings reveal that many student-teachers struggled with nervousness, limited teaching experience, classroom management issues, and time constraints in preparing I’dad (Preparation Book). In addition, they faced external obstacles such as unmotivated students, poor classroom conditions, and difficulties in helping students with pronunciation and vocabulary. Despite these challenges, the participants demonstrated resilience by preparing independently, using visual aids and engaging activities, adapting their communication styles, and seeking support from mentor teachers. This research highlights the need for stronger guidance, better training, and emotional readiness for student-teachers before entering real classrooms. It also offers practical insights for improving teacher preparation programs, especially within Islamic boarding schools. The study emphasizes the importance of supporting young educators not only pedagogically, but also emotionally and psychologically, to help them grow into confident and capable future teachers.
Copyright (c) 2025 Putriana Ayu Fatimah, Saadillah https://creativecommons.org/licenses/by/4.0
Literature Learning with AI Support: A Case Study of Teaching the Novel of Laut Bercerita
This study seeks to investigate the function of artificial intelligence (AI) in fostering inclusive literary education, specifically through a case study of the teaching of Leila S. Chudori's novel Laut Bercerita. The novel explores issues of government violence, forced disappearances, and historical trauma within the framework of the New Order dictatorship. The novel's historical complexity and emotional depth require a pedagogical approach that accommodates the diverse linguistic, cultural, and psychological backgrounds of students. Using a descriptive qualitative methodology with a case study framework, data was collected through observation, comprehensive interviews, and digital documentation at two high schools that have adopted AI-based learning. This study employs three main theoretical frameworks: reader response theory, critical digital pedagogy, and trauma-informed education. Findings indicate that AI significantly contributes to five dimensions of learning: (1) eliminating linguistic barriers through automatic glossaries and contextual translation; (2) enhancing historical understanding through interactive media; (3) offering emotional support through trigger warning features and guided journals; (4) fostering inclusive discourse through anonymous participation; and (5) enabling locally informed interpretations shaped by students’ experiences. This research primarily contributes by providing an AI-based literary learning model that integrates critical and trauma-informed pedagogical strategies with digital technology. This study advocates for the integration of AI as an ethical and adaptive pedagogical ally in humanities education, emphasizing the need for teacher training and educational policies that acknowledge student diversity and the complexities of literary texts.
Copyright (c) 2025 Ekarini Saraswati https://creativecommons.org/licenses/by/4.0
English Teachers’ Experiences with Constructivist Strategies: A Case Study in Indonesian Contexts
This study investigates the implementation and perceived advantages of constructivist strategies in English language teaching by English teachers at SMAS PGRI 7 Banjarmasin, Madrasah Aliyah Darul Imad, and MAN 2 Banjarmasin. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation from three English teachers across the three schools. Data analysis followed the methods of Miles and Huberman (2014), including data reduction, data display, and conclusion drawing. The findings reveal that teachers integrated various constructivist learning models, such as problem-based learning, task-based learning, and role-playing. Six key advantages for teachers emerged from implementing these strategies: (1) fostering independent problem-solving among students, (2) creating a more conducive learning environment, (3) enhancing student activity and creativity, (4) promoting critical thinking, (5) facilitating free expression of student ideas, and (6) making learning more meaningful. In conclusion, constructivist teaching strategies are effective in elevating the quality of English language instruction. While this student-centred approach emphasizes active classroom participation, it also provides a framework for English teachers. The study highlights the strategy’s utility in encouraging passive students to engage more actively, underscoring the importance of teachers providing engaging classes for all students.
Copyright (c) 2025 Nor Habibah, Hidayah Nor https://creativecommons.org/licenses/by/4.0
Revolutionizing Learning for Emotional Growth: A Bibliometric Review of Research on Innovative Pedagogies and Student Well-being
This study presents a bibliometric analysis of research on innovative pedagogy and student emotional well-being from 2015 to 2025, based on 2,613 articles extracted from the Scopus database. The study aims to map publication trends, leading authors, and emerging themes related to this topic. The methodology employs bibliometric analysis using RStudio and the Bibliometrix R package to process the Scopus data. The results indicate a significant increase in publications since 2020, with key topics including Social-Emotional Learning (SEL), gamification, and technology-mediated learning. Co-citation analysis reveals that theories such as Social Learning and Experiential Learning dominate the literature. The study also identifies a disparity in research contributions between developed and developing countries, with the United States and the United Kingdom leading in publications. The findings suggest the need for further inclusive research based on diverse cultural contexts and emphasize the importance of integrating social-emotional well-being into educational curricula to create more holistic and inclusive learning environments
Copyright (c) 2025 Nila Zaimatus Septiana, Novi Rosita Rahmawati, Intan Nuyulis Naeni Puspitasari, Ummiy Fauziyah Laili https://creativecommons.org/licenses/by/4.0
Development of KIT-Based Learning Media to Improve Science Learning Outcomes on Light and Optics
This study aims to develop simple, effective, and feasible KIT-based learning media to improve science learning outcomes in light and optics in grade 8. The media was developed using the Research and Development (R&D) model. The media feasibility test showed that the practical KIT on the properties of light was feasible for use, with a percentage of 72.5%. The media was also highly rated by teachers and students based on the responses obtained, with 85.5% and 88.96% respectively categorizing it as highly suitable. The effectiveness of the KIT media was tested by comparing the learning outcomes of students who used the KIT media with those who used conventional methods. The hypothesis test results showed that the use of KIT media in learning could improve student learning outcomes (t-count < t-table or 0.000 < 2.039). This indicates that the KIT media can be an effective alternative in enhancing students' understanding of light and optics. This study contributes to the development of simple KIT-based learning media that can be used as an additional option in science learning. This media is expected to increase students' interest and learning outcomes, as well as help teachers deliver light and optics material in a more interesting and interactive way. The development of KIT-based learning media opens up opportunities for further research into the effectiveness of KIT media in other science subjects and at various levels of education.
Copyright (c) 2025 Aziza Anggi Maiyanti, Nia Ellia Malika, Anis Nabil Rahmawati, Yulianti Yusal, Yulisna Moryati https://creativecommons.org/licenses/by/4.0
Culturally Responsive English Teaching: Integrating Local Wisdom and Multiple Intelligences in EL Classrooms
In today’s multilingual and culturally rich classrooms, English teaching must do more than deliver grammar and vocabulary, it must reflect who the learners are. This study explores how 25 English teachers from high schools and vocational schools in Batang Regency, Indonesia, bring life to their lessons by weaving together culturally responsive pedagogy, Multiple Intelligences (MI), and local wisdom. Using a qualitative phenomenological approach, the research draws insights from interviews, classroom observations, and teaching materials to understand how teachers navigate diverse learning needs while honouring students’ cultural roots. The findings show that when local folklore, traditional arts, and community knowledge are combined with MI-based strategies like storytelling, music, movement, and peer collaboration students engage more deeply, express themselves more confidently, and feel a sense of pride in their identity. Even amid rigid curricula and limited resources, these teachers innovate from the ground up, turning their classrooms into inclusive spaces where learning becomes personal and meaningful. This study offers a fresh lens on what equitable English teaching can look like in postcolonial, multicultural contexts and reminds us that language learning is at its best when it connects not just to exams, but to who students truly are.
Copyright (c) 2025 Muhammad Reza Ainun Najib, Madya Aditama, Yan Imam Santoso https://creativecommons.org/licenses/by/4.0
Enhancing Students’ Reading Comprehension through the Flipped Classroom Model at Junior High School
This research aims to examine the effect of Flipped Classroom Model in enhancing junior high school students' reading comprehension. This study uses a quantitative method with a quasi-experimental design. The population of this study is eighth grade of SMPN 1 Tarokan with a sample of two classes with a total of 64 students selected using purposive sampling technique. The experimental class used the Flipped Classroom Model, while the control class used traditional learning methods. The data were collected through multiple-choice tests given before and after the treatment. The results of data analysis showed a significant improvement in reading comprehension scores in the experimental class compared to the control class. The results of this research indicate that the Flipped Classroom model is effective in improving students' reading comprehension, especially in narrative texts. In addition, this model is also able to increase student engagement in the learning process. This study concludes that the Flipped Classroom Model is an innovative technology-based learning model that can be adopted in reading comprehension teaching at the junior high school level. This model is relevant to be applied in the context of modern education that requires technology integration to improve the quality of learning.
Copyright (c) 2025 Anis Fatur Rochma, Khoiriyah, Sulistyani https://creativecommons.org/licenses/by/4.0
Traditional Banjar Cuisine as a Cultural Innovation for Numeracy Learning in Early Childhood Education
Early numeracy learning in Indonesian early childhood education often lacks cultural and daily life connections. This study explores how wadai lempeng pisang (Banjar-style banana pancake) can be used as a culturally responsive medium for numeracy development. A qualitative descriptive approach was applied through classroom observation, teacher and parent interviews, and documentation in a kindergarten in South Kalimantan. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model with triangulation for validity. Findings show that the cooking activity naturally fostered counting, measuring, sequencing, comparing, and problem-solving. For example, children counted bananas, measured sugar with spoons, sequenced cooking steps, and adjusted dough consistency—developing both symbolic and practical mathematical skills. This activity also enhanced engagement, inclusivity, and cultural identity, as children related the experience to their home practices. The study concludes that integrating local culinary traditions into numeracy learning provides meaningful, hands-on experiences that support both cognitive and affective development. It offers an adaptive pedagogical model for early childhood education, especially in culturally rich regions.
Copyright (c) 2025 Dyah Ageng Pramesty Koenarso, Muzahadah Azzahra, Annisa Fauziah https://creativecommons.org/licenses/by/4.0
Enhancing Digital Content Creation Literacy Through Online Teacher Development Program
Digital content creation literacy has become a crucial competency for teachers in the era of technology-driven learning. This study synthesizes findings from 15 Scopus-indexed studies focusing on the effectiveness of online teacher professional development programs in enhancing teachers' skills to design and produce digital learning products, such as interactive videos, web-based modules, and infographics. The review was conducted using the PRISMA framework, ensuring a systematic and transparent process of article identification, screening, eligibility assessment, and inclusion. The analysis reveals that online TPD is most effective when it incorporates hands-on digital product creation, combined with structured mentoring, peer feedback, and the integration of synchronous and asynchronous sessions. Programs emphasizing collaborative online communities foster continuous skill improvement and knowledge sharing among educators. Meanwhile, studies that did not center on digital product creation highlight the importance of strengthening teachers' TPACK frameworks and digital literacy foundations as prerequisites for quality content development. For the Indonesian context, the findings suggest that a blended online TPD model, integrating practice-based modules, national and local collaborative forums, AI-assisted tools, and the development of Open Educational Resources, is optimal for sustainable improvement. This review also identifies research gaps, particularly the lack of large-scale local studies and the limited evaluation of classroom-level impacts. Future research should focus on assessing the quality of teacher-created digital products and their direct influence on student learning outcomes.
Copyright (c) 2025 Heni Rochimah, Masduki Ahmad, Wulandari https://creativecommons.org/licenses/by/4.0
Effect of Using Flashcards with Active Recall Method On 3rd Grade Students’ Vocabulary Mastery at MI Mambaul Ulum Dahu Kediri
This study aims to investigate the effectiveness of flashcards combined with the active recall method in improving the English vocabulary mastery of elementary school students. The research was conducted using a quantitative approach with a pre-experimental design, specifically the one-group pre-test and post-test design. A group of students was given a vocabulary pre-test, followed by several sessions using flashcards and active recall activities, and then assessed with a post-test. The data were analyzed using the Wilcoxon Signed-Rank Test to determine the significance of differences between pre-test and post-test scores. The results showed a notable improvement in students’ vocabulary mastery after the intervention, particularly in pronunciation, recognition, and the ability to use words in context. While most students experienced progress, some showed little to no change, and a few had a slight decline, indicating varying levels of effectiveness. A t-test analysis is also considered as a comparative method to support the findings. The study suggests that incorporating memory-based and interactive methods such as flashcards and active recall can enhance vocabulary learning more effectively than traditional approaches. These results highlight the importance of engaging techniques in primary English education.
Copyright (c) 2025 Muhammad Izzul Alam, Suhartono, Yunik Susanti https://creativecommons.org/licenses/by/4.0
Authentic Assessment based on Teaching and Learning Trajectory: A Conceptual Model for Sustainable Assessment to Enhance Deep Learning
The transformation of 21st-century education requires assessment systems that not only measure cognitive achievement but also foster deep and meaningful learning. Current practices, however, remain dominated by summative tests that emphasize memorization and fail to capture students’ holistic development. To address this gap, this article introduces the Authentic Assessment Based on Teaching and Learning Trajectory (AABTLT) as a conceptual model for sustainable assessment integrated into the learning process. AABTLT aligns learning objectives, instructional activities, and authentic assessment along structured learning trajectories, enabling teachers to monitor students’ progressive development through contextual and formative feedback. Developed through a comprehensive literature review and synthesis of studies on authentic assessment, learning trajectories, and deep learning, this model highlights the importance of assessment as a driver of learning rather than a terminal evaluation tool. The novelty of AABTLT lies in its integrative approach, combining authentic tasks, developmental indicators, and reflective practices to strengthen student engagement, critical thinking, and creativity. Its practical implications include clear guidelines for designing assessment instruments aligned with 21st-century skills and strategies for supporting teachers in formative evaluation. Future empirical research is recommended to validate the effectiveness of AABTLT in science education and interdisciplinary contexts.
Copyright (c) 2025 Enggal Mursalin, Chaerul Rochman, Fajriati Ramadhini Nur Mileniati, Nadifa Najam Rumles https://creativecommons.org/licenses/by/4.0
Implementation of Deep Learning in Arabic Vocabulary Based on HOTS: A Descriptive Qualitative Study
This study aims to describe the implementation of deep learning in Arabic vocabulary instruction based on Higher Order Thinking Skills (HOTS). The research employed a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation in an eighth-grade class of a junior high school. The findings reveal that the teacher applied deep learning through contextual approaches, meaningful exercises, and creative dialogue tasks that encouraged students to think critically and reflectively in using Arabic vocabulary. Learning activities involving HOTS, such as categorizing words, constructing contextual sentences, and composing simple dialogues, effectively enhanced students' engagement and deep understanding of vocabulary. The study recommends strengthening the role of the teacher as a facilitator in guiding students to build meaningful connections in Arabic vocabulary learning.
Copyright (c) 2025 Mohammad Sofi Anwar, Wildatul Virdausiyah, Wari, Wati Susiawati https://creativecommons.org/licenses/by/4.0
Wild Plants as Food for Communities Living Near The Arak-Arak Bondowoso Teak Forest
Indonesia's biodiversity offers great potential for the utilization of wild plants as alternative food sources. This study aims to inventory the types of wild plants utilized as food by communities around the Jati Arak-Arak Forest area in Bondowoso. The approach used is qualitative ethnography with purposive and snowball sampling techniques, as well as triangulation methods through participatory observation, in-depth interviews, and field documentation. The results of the study indicate that there are 20 wild plant species from 18 different families that are actively consumed by the local community, particularly the leaves, fruits, and stems. Scientific classification and morphological analysis reveal that these plants contain bioactive compounds such as flavonoids, vitamins, and antioxidants, supporting their functional value as food. The calculation of use value (UV) indicates that Diplazium esculentum (fern) and Colocasia esculenta (taro) have the highest value (UV = 1.00), indicating a high level of utilization. The utilization of these wild plants as food to meet the nutritional needs of the communities around the Arak-arak Teak Forest necessitates the preservation of local wisdom to ensure the sustainability of natural resources and cultural heritage.
Copyright (c) 2025 Sefa Fausiyah, Rafiatul Hasanah https://creativecommons.org/licenses/by/4.0
Implementation of Duolingo Application in Enhancing Vocabulary Skills of Tenth-Grade High School Students
This study investigates the effectiveness of the Duolingo application in improving vocabulary mastery among tenth-grade students at SMAN 3 Kediri. Many EFL learners in Indonesia face challenges transitioning from passive word recognition to active usage, compounded by a lack of engaging, technology-based instruction. The research used a pre-experimental design with pre-test and post-test measurements over a two-week intervention. Students completed daily 15-minute Duolingo sessions focusing on everyday vocabulary topics. Results revealed significant improvement in vocabulary scores, with an average increase of 18% from pre-test to post-test. Qualitative observations also indicated higher engagement and motivation, attributed to Duolingo’s gamification features and multimodal learning approach. The findings highlight the potential of integrating mobile-assisted language learning tools into formal education, especially in contexts where traditional methods dominate. This research contributes to pedagogical strategies for EFL classrooms, emphasizing technology integration to enhance vocabulary retention and active use.
Copyright (c) 2025 Naya Marzam, Dewi Kencanawati, Rika Riwayatningsih https://creativecommons.org/licenses/by/4.0
The Use of Flipbooks Containing Local-Culture-Based Short Stories for Contextual Literary Education in Higher Education
Innovations in contextual learning, such as literature instruction at higher education, are necessary for the digital transformation of education. Students' respect, sensitivity, and comprehension of cultural values can all be strategically developed through literature rooted in the local culture. The purpose of the study is to describe the use of flipbooks based on local culture in contextual literature learning and examine students' responses and perceptions. The study employs a descriptive qualitative approach, with 31 students from the PGMI program at UIN Kiai Ageng Muhammad Besari Ponorogo who are enrolled in the Language and Literature Skills course as the subjects. In this study, the research data is the literary learning process using flipbooks based on local culture. Data collection was conducted through classroom observation, in-depth interviews, and the distribution of questionnaires to students. The questionnaire in this study was only used to support student response data in using flipbooks during learning. The results of the study indicate that flipbooks were used in three stages of learning: (a) introduction to the material, (b) discussion of the content of the short stories, and (c) analysis assignments. Students demonstrated high enthusiasm for using flipbooks, particularly due to their attractive format, ease of access, and the relevance and familiarity of local cultural values. The interactive features in the flipbooks further strengthened students' understanding of the cultural context of the stories. Thus, locally-based flipbook media can create a contextual, critical, and reflective literary learning experience while enhancing appreciation for cultural diversity.
Copyright (c) 2025 Farida Yufarlina Rosita, Edy Suryanto, Muhammad Rohmadi, Raheni Suhita https://creativecommons.org/licenses/by/4.0
Global Trends in Genre-Based Approach Research in Language Learning: Bibliometric Analysis (2015–2025)
Bibliometric analysis maps the genre-based approach (GBA) as part of efforts to support education for Sustainable Development in the last ten years. The Scopus database was used to analyze 169 documents out of 260 documents on the topic of GBA. Data was obtained from 2015-2025*. With restrictions on the subject area of social science, which has been published in Scopus, and in English. The important finding is that this research has generally increased in the number of publications although in some years there has been a decrease, but the decrease is slight. The article in this bibliometric study discusses the topic of GBA, most of which has been published in journals by international journals indexed by Scopus with quartile 1. In addition, the authors with the most citations come from articles published in Q1. The United States is the most productive country in conducting research on this topic of GBA. Indonesia is in second place, and in third place is Australia, the initiator of this approach in language learning. Universities in Indonesia are represented by the Indonesia University of Education in the top ten that published this research. In its discussion, this study uses Vosviewer. Thirteen clusters were found. Eight of them have a lot of connections to other topics: GBA has given rise to research related to writing learning, sfl, esp, academic writing, efl leaners. Several other important findings were also obtained that can be used to conduct further research.
Copyright (c) 2025 Rina Rosdiana, Endry Boeriswati, Fathiaty Murtadho https://creativecommons.org/licenses/by/4.0
Arabic Language Learning Strategies at MTs 2 Nurul Islam Mojokerto: Implementation of Adaptive Pedagogy-Based Roleplay to Accommodate Differences in Student Learning Styles
Every student has a different learning style, so Arabic language learning needs to be tailored to their needs. Adaptive pedagogy adapts learning to students' needs, and roleplay supports this by practicing Arabic contextually and interactively according to each student's learning style. Classroom Action Research (PTK) or Classroom Action Research reflective in nature with the aim of improving direct learning practices in the classroom. The research subjects were 33 bilingual eighth grade students and Arabic teachers at MTs 2 Nurul Islam. Data were collected through observation, interviews, and documentation, then analyzed using qualitative analysis techniques. So the results of its implementation are: a) Identification of student learning styles shows 15 visual students who learn effectively through images and visual media, 8 auditory students who understand the material through listening and discussion, and 10 kinesthetic students who learn optimally through direct practice and physical activity. Teachers need to apply diverse methods so that all learning styles are served. b) Innovative strategies in adaptive pedagogy through professional role-playing accommodate all learning styles through costumes, pronunciation, and physical activity in one fun activity. c) The impact of adaptive pedagogy on student learning styles is increased engagement, understanding, and learning comfort according to student characteristics. d) Challenges of adaptive pedagogy include adjusting learning styles, time management, student activity, and media limitations. The solution is to provide dialogue templates, visual-audio guides, and a gradual schedule.
Copyright (c) 2025 Sovia Fahraini, Moh Sholeh Afyuddin https://creativecommons.org/licenses/by/4.0
Development of Android-Based Interactive Learning Media to Improve Student Learning Outcomes in Arabic Subjects for Grade VIII at MTsN 6 Kediri
This research was based on the low learning outcomes of students in Arabic class. One of the main reasons is the reliance on traditional and less engaging teaching methods, as well as the absence of interactive learning media. Therefore, the purpose of this study is to develop an Android-based interactive learning media and to examine its suitability, usability, and effectiveness in improving students’ learning. The research was conducted with eighth-grade students at MTsN 6 Kediri using the Research and Development (R&D) method with the ADDIE model, which consists of five steps: Analysis, Design, Development, Implementation, and Evaluation. The instruments used included observation, questionnaires, interviews, and tests, with a sample of 34 students from class VIII D. Data were analyzed using both qualitative and quantitative approaches. The results showed three main findings. First, the developed product is an Arabic learning application called ARABIKU, which provides materials, audio, videos, interactive quizzes, and practice exercises. Second, expert validation confirmed its feasibility: the material expert scored it 96.8% (very suitable), the first media expert 77.7% (suitable), and the second media expert 93.6% (very suitable). Practicality tests also indicated positive results, with 97% from the teacher (very practical) and 83% from students (very practical). Third, the effectiveness test demonstrated an improvement in learning outcomes, as the average score increased from 67.5 to 80. In conclusion, this Android-based interactive learning media is feasible, practical, and effective in improving Arabic learning for eighth-grade students at MTsN 6 Kediri
Copyright (c) 2025 Shinta Felisa Yulianti, Yuyun Zunairah, Khoiru Nidak https://creativecommons.org/licenses/by/4.0
Transforming Indonesian Literature Learning through Virtual Reality and Augmented Reality
The development of digital technology has opened new opportunities in developing literary learning models, particularly through the utilization of Virtual Reality (VR) and Augmented Reality (AR). This study aims to examine the transformation of Indonesian literature learning through the integration of VR and AR technologies. Using a qualitative approach and library research methods, this study analyzes various literature sources that discuss technology-based learning innovations and their implications for improving literary literacy. The study results indicate that virtual reality technology allows students to "enter" the world of literary texts, such as exploring story settings or interacting with characters visually and sensorily, thereby strengthening imagination and contextual understanding. Meanwhile, augmented reality can be used to enrich printed texts with digital elements such as animations, videos, or audio narratives that appear through device scanning, thereby increasing students' reading interest and engagement. This transformation brings about a paradigm shift in literature teaching from conventional narrative-based approaches to multimodal approaches that have emotional and cognitive impacts. These findings confirm that VR and AR not only enhance interactivity in literary learning but also open new spaces for developing creativity, empathy, and aesthetic appreciation of Indonesian literary works among students. This study recommends curriculum development and educator training to optimize the use of impactful technology in literature learning in the digital age.
Copyright (c) 2025 Aji Septiaji, Eka Nurhidayat, Iip Miftahudin, Nanis Regina Choerunnisa https://creativecommons.org/licenses/by/4.0
Wayground Paper Mode: An Innovation of Game Based Learning Evaluation Tools in Islamic Elementary Schools
Learning evaluation in Islamic elementary schools often relies on conventional methods that are less engaging and do not fully encourage active student participation. Although several technology-based innovations have been introduced, they often require digital devices that are not always available in every school, which limits their use. Therefore, this study aims to develop Wayground Paper Mode as an innovative game-based learning evaluation tool for use in madrasah ibtidaiyah (Islamic elementary schools). The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) as a research and development methods. The product was tested with 24 students aged 10–11 years (8 male and 16 female) at MI Plus Al-Fatimah Bojonegoro on the material of energy changes. The validation process involved analyzing test items and assessing media feasibility through the Facet Rasch Model to obtain objective data from expert judgment. In addition, student responses to the media were collected through questionnaires. The results show that Wayground Paper Mode has a high level of validity and received positive feedback from students. This innovation demonstrates that a game-based evaluation approach can create a more interactive, enjoyable, and meaningful learning experience in Islamic elementary school settings.
Copyright (c) 2025 Dwi Endah Elfiana, Shobrina Nurul Mufida, Dyah Permata Sari, Susilawati, Melan Nuraini, Sella Rizkiyatus Solikha https://creativecommons.org/licenses/by/4.0
Building Collaboration through WhatsApp: Effective Communication Practices of Teachers to Parents in Early Childhood Education Institutions
Effective communication between teachers and parents is an important factor in supporting optimal early childhood development. This article describes communication practices on WhatsApp between teachers and parents to support child development and the challenges that arise in the process. The research method is a descriptive qualitative case study. Data were collected through semi-structured interviews with two teachers at the Raudatul Ilmi Kindergarten. The collected data were analysed using condensation techniques, data display, and conclusion drawing/verifications. The results of the study showed that WhatsApp facilitated the exchange of information about children's learning development, the coordination of activities, the documentation of children's activities at school, to disseminate information regarding unexpected occurrences affecting students, parents employ WhatsApp to report their children's absences from school and the building of closer partnerships. However, although WhatsApp makes communication easy, several challenges arise, such as miscommunication and uneven intensity of WhatsApp use among parents.
Copyright (c) 2025 Nor Izatil Hasanah https://creativecommons.org/licenses/by/4.0
The Role of Digital Innovation in Islamic Religious Education Learning to Strengthen Religious Literacy in School Students
The advancement of digital technology has significantly transformed the landscape of education, including the teaching and learning of Islamic Religious Education (PAI). Digital innovations, particularly through the utilization of various media and technological platforms, offer strategic opportunities to enhance religious literacy among school students. This study aims to examine the role of digital innovation in improving the effectiveness of PAI learning, as well as to explore the challenges and potential solutions in its implementation. Employing a library research method with a qualitative descriptive approach, this article reveals that the use of digital tools—such as interactive learning applications and educational social media—can enrich teaching methods, increase student engagement, and strengthen understanding of Islamic values. However, issues such as unequal access to technology, low digital literacy, and digital distractions remain critical obstacles that require comprehensive solutions. Therefore, collaboration among educators, schools, policymakers, and parents is essential to develop an adaptive and character-oriented digital learning environment. This study recommends the development of holistic and contextual digital-based Islamic education policies and learning models.
Copyright (c) 2025 Rahma Aulia Irmiati, Hany Lidya Putri https://creativecommons.org/licenses/by/4.0
The Effectiveness of E-Books as a Media for Developing Digital Literacy Skills: A Literature Study
Literacy is an individual's ability to speak and communicate effectively according to context and purpose. This study aims to examine the effectiveness of using e-books as a medium that can support the development of digital literacy. The approach used is a literature study, by analyzing various scientific literature related to the use of e-books in the context of digital literacy. The results show that e-books have great potential in improving digital literacy skills because they are interactive, easy to access, and flexible to use at any time. E-books also support students in accessing information independently and critically. However, limitations include the lack of standardized content quality and the lack of assistance in their use, especially for students with low digital skills. Therefore, this study recommends the development of integrated and user-friendly e-books as effective digital literacy media to improve 21st century literacy competencies.
Copyright (c) 2025 Aulia Zahro, Dinda Hafna Sari https://creativecommons.org/licenses/by/4.0
The Effectiveness of Reflection E-Portfolio in English Language Learning Based on Deep Learning and Case-Based Learning
This study investigates the effectiveness of integrating case-based learning (CBL) and deep learning (DL) with the use of reflection e-portfolios in English language learning. The research is framed within the context of 21st-century education, emphasising the development of critical thinking, creativity, collaboration, and communication (4Cs). A qualitative method with a phenomenological approach was employed to explore teachers’ perceptions and experiences. Data were collected through focus group discussions (FGDs), surveys, and in-depth interviews involving 20 English teachers at the senior high school, vocational school, and Islamic senior high school levels in Kendal Regency. The findings reveal that while most teachers are relatively familiar with CBL—often equating it with problem-based learning—DL remains a new and less understood approach, thereby requiring further training and support. Teachers acknowledged that both approaches present challenges, particularly in terms of time allocation, creativity, and technical implementation. Nevertheless, reflection e-portfolios were perceived as a valuable evaluation tool that fosters objectivity, transparency, and openness in monitoring student progress. They allow teachers, students, and even parents to engage in the learning process more effectively. Overall, the integration of CBL, DL, and reflection e-portfolios was found to enhance students’ motivation and support the development of the four language skills (listening, speaking, reading, and writing) as well as the 4Cs. This study concludes that such integration offers a sustainable innovation for improving the quality of English language learning while simultaneously addressing the challenges of 21st-century education.
Copyright (c) 2025 Yan Imam Santoso, Prasetyawan Aji Sugiharto, Rosalidya Putri, Mohammad Andre Wibisana https://creativecommons.org/licenses/by/4.0
Managing Digital Interruptions from App Notifications: Implications for Digital Literacy and Student Learning Independence
In the digital era, students face great challenges in maintaining focus while studying independently due to interruptions from social media notifications. Based on cognitive load theory, repetitive distractions from notifications can strain mental capacity and hinder the learning process. Meanwhile, the self-regulated learning theory emphasizes the importance of time-management skills and controlling digital impulses, including the impact of Fear of Missing Out (FoMO) and multitasking habits. This study aims to find out the extent to which digital disruption affects students' learning independence. Using a descriptive quantitative approach, data was collected through interviews and Google Form questionnaires with non-probability sampling techniques, precisely using voluntary sampling of students of the Faculty of Tarbiyah and Teacher Training UIN K.H. Abdurrahman Wahid Pekalongan. The results showed that despite significant digital disruption, students' learning independence was relatively high, indicating their ability to adapt. This research emphasizes the importance of teaching self-management and discipline in addition to technical digital literacy to control distractions and achieve optimal learning productivity.
Copyright (c) 2025 Nabila Putri Callista, Uyuni Aryaningtyas https://creativecommons.org/licenses/by/4.0
A Survey on Students’ Perception Towards Netflix Application in Speaking Class of the 11th Grade of SMK PGRI 2 Kediri
This study examines students' perceptions of the use of the Netflix application in English classes, driven by low speaking skills among students, including lack of confidence, limited vocabulary, and difficulty understanding native speakers. This study was conducted at SMK PGRI 2 Kediri with 86 grade XI students using a quantitative approach and survey method. The tool used was a closed-ended questionnaire focusing on four indicators of speaking skills: pronunciation, fluency, accuracy, and performance. The results showed that most students had a positive perception of using Netflix as a learning medium. More than 77% agreed that Netflix improved their pronunciation and fluency, while 90% agreed that it improved their grammatical accuracy. However, only 6% strongly agreed, and 66% of students agreed in terms of performance. It means that it improves their speaking performance, indicating challenges in expressing themselves confidently and with appropriate body language. Netflix's authentic content, such as films and series with subtitles, provides real-life examples of language use, helping students mimic native speaker pronunciation, understand sentence structure, and expand their vocabulary. Despite its limitations, such as the need for active practice outside of watching, Netflix is considered an effective tool for supporting more engaging, flexible, and contextual speaking development. In conclusion, the Netflix app receives positive feedback for helping students improve their speaking skills. Additionally, Netflix can serve as a strong supplementary medium in English-speaking classes, especially when integrated with interactive learning strategies such as role-playing or shadowing.
Copyright (c) 2025 Diana Nur Fadilla, Sulistyani, Khoiriyah https://creativecommons.org/licenses/by/4.0
Learning English through YouTube: a Narrative Exploration of Students’ Psychological Journey
This research investigates the psychological factors influencing students when using YouTube videos as a medium for learning English in the classroom setting. Adopting a qualitative method with a narrative inquiry approach, the study examines how YouTube impacts students’ motivation, interest, attitudes, talents, intelligence levels, and anxiety, along with the obstacles they encounter. Data were gathered through in-depth interviews with ten eighth-grade students from SMP Hidayatullah Martapura, South Kalimantan, who learned English through YouTube videos shared by their teacher. The results indicate that YouTube videos noticeably enhance students' psychological engagement in learning English. The majority of students experienced increased motivation, greater interest, and more positive attitudes toward the content. The audiovisual nature of the videos was found to aid comprehension and alleviate learning anxiety. Despite these benefits, challenges such as limited technological access, inconsistent internet connection, disruptive ads, and difficulty in locating suitable educational material were also identified. This study emphasizes that while YouTube videos can be a powerful tool in language learning, their success relies on carefully selected content, active teacher involvement, and adequate infrastructure. The findings provide important insights for educators, schools, and researchers seeking to use digital media to improve language acquisition in a psychologically aware and effective way.
Copyright (c) 2025 Husin, Raida Asfihana https://creativecommons.org/licenses/by/4.0
Literature Analysis of the Effectiveness of Quizizz in Increasing Student Learning Motivation
The development of digital technology has had a significant impact on the world of education, particularly in creating more engaging and interactive learning methods. One widely used platform is Quizizz, a quiz-based game application designed to enhance student engagement and motivation. This article aims to analyze literature discussing the effectiveness of Quizizz in improving student learning motivation across various educational levels. The method used is a literature review of previous research findings, both from national and international journals. The findings indicate that the use of Quizizz generally enhances student learning motivation, both from intrinsic and extrinsic aspects. Features such as gamification, immediate feedback, and a competitive yet enjoyable learning atmosphere are key factors in increasing student participation. However, challenges such as limited access to technology and teachers' readiness to integrate this platform into learning are also important considerations. Thus, Quizizz can be an effective learning medium if used appropriately and supported by appropriate pedagogical strategies.
Copyright (c) 2025 Intan Ayuningtyas, Tara Septiarani https://creativecommons.org/licenses/by/4.0
A Bibliometric Analysis of AI Plagiarism in Education
This study aims to map the development of research on plagiarism related to the use of Artificial Intelligence (AI) in the field of education through a bibliometric approach. A total of 250 scientific articles with the keyword AI Plagiarism in education published between 2015 and 2025 were analyzed. Data extraction was conducted using Publish or Perish 8 software, sorting data by author keywords and abstract using Mendeley software, and bibliometric visualization using VOSviewer software. The findings reveal that plagiarism in educational contexts significantly affects academic integrity. The issue has become increasingly complex with the widespread use of generative AI platforms such as ChatGPT. The analysis also shows a strong correlation between plagiarism cases and academic integrity, ethics, and policy. Most of the studies in this field originate from Europe, North America, and certain parts of Asia, indicating a high level of academic concern regarding digital ethics. This research is expected to serve as a comprehensive mapping of research trends, collaboration networks, and emerging themes, providing valuable insights for the formulation of academic policies that are responsive to technological advancements.
Copyright (c) 2025 Deiya Gama Ilyasa, Noer Fitria Putra Setyono, Ummiy Fauziyah Laili, Ainun Ni’mah, Ilyas Bintang Prayogi, Sles Nazy https://creativecommons.org/licenses/by/4.0
Vague Language and Political Rhetoric in Joko Widodo's Speech: Enhancing Critical Thinking in Digital Literacy Contexts
This research examines the presence and function of vague language in the political speeches of Joko Widodo, with a focus on its implications for critical thinking and digital literacy. Vague language, including non-specific references, generalizations, and implicit meanings, is a common feature of political rhetoric that can obscure meaning and influence interpretation. The study uses a qualitative content analysis approach to identify the linguistic forms and rhetorical strategies used in selected speeches. Findings indicate that vagueness is employed to maintain flexibility in meaning, appeal to a broad audience, and avoid direct claims that may be politically sensitive. These rhetorical choices present both challenges and opportunities for listeners and readers in digital environments, where information is rapidly disseminated and consumed. By analysing these features in educational settings, students can develop critical thinking skills necessary to decode political texts, evaluate credibility, and make informed judgments. This study argues for the integration of linguistic and rhetorical awareness into digital literacy programs to cultivate more discerning and informed citizens in the digital era.
Copyright (c) 2025 Irstei Aulia Putri, Jismulatif, Supriusman https://creativecommons.org/licenses/by/4.0
SPORA (Speaking For Academic): Cloud-Based Web to Enhance English Speaking Proficiency In Higher Education
This article investigates and proposes a conceptual design for developing a cloud-based web platform to enhance the English proficiency learning of higher education students. Cloud-based web tools can help students overcome barriers such as a lack of practice opportunities, speaking anxiety, and less intensive feedback. There are many offerings of MALL (Mobile Assisted Language Learning) as a medium to help students develop their speaking skills. However, there is still a lack of MALL offerings for speaking learning in the form of cloud-based web applications, which limits students' access. This is because students often need to install the application first or use applications that can only be supported on a single device, such as a smartphone. Therefore, this conceptual article presents the design of SPORA (Speaking for Academic), a cloud-based web platform designed to enhance students' speaking skills through a structured and interactive digital approach. SPORA has been designed with several key features, including a space for practice questions aligned with curriculum standards, directed feedback (via chat box or two-way audio), and a CEFR (Common European Framework of Reference for Languages) standardized assessment rubric. In addition, this article also examines the potential of SPORA in technological challenges and innovations integrated with education to fulfill students' learning needs to the fullest. SPORA is presented as a cloud-based solution that opens up further research into its development and practical implementation across a range of speaking learning contexts for higher education students.
Copyright (c) 2025 Griselda Gian Heris Herdina, Nurul Aini https://creativecommons.org/licenses/by/4.0
Bridging Theory to Practice: Assessing EFL Preservice Teachers' Competence in Designing Readability-Focused PDP Lesson Plans
This qualitative study investigates the proficiency of English Language Education (EFL) preservice teachers in developing readability-enhanced lesson plans within the Pre-During-Post (PDP) framework. While effective lesson planning is crucial for quality instruction and reading comprehension, students often struggle to translate theoretical pedagogical principles into practical, cohesive lesson designs. Employing content analysis of 68 lesson plans and in-depth interviews with 21 fourth-semester students from Antasari State Islamic University, the research revealed that students grasped the procedural aspects of the PDP framework but faced significant challenges in applying its conceptual elements, particularly in the pre- and during-reading stages. Key difficulties included distinguishing between task types, aligning activities with learner proficiency and objectives, and over-reliance on instructor guidance or AI tools. Furthermore, readability issues limited content clarity, resulting in inconsistent formatting and imprecise PDP terminology. The study highlights a substantial theory-practice divide in lesson plan design, advocating for focused training, practical demonstrations, and structured feedback within teacher education programs. This research provides valuable insights for curriculum designers and educators seeking to enhance students' pedagogical competence in creating effective, learner-centered reading lessons.
Copyright (c) 2025 Nanda Dewita Putri, Afifah Linda Sari https://creativecommons.org/licenses/by/4.0
The Relationship Between Numerical Ability and Mathematical Problem-Solving Ability on the Topic of Three-Variable Linear Equation Systems
The objective of this study is to describe: the numerical ability in the topic of three-variable linear equation systems among Grade X students of SMA Negeri 10 Pontianak; the mathematical problem-solving ability in the same topic among the same group of students; and the relationship between numerical ability and mathematical problem-solving ability in that topic. This study employs a correlational research design with a quantitative approach. The sampling technique used was proportional sampling, selecting 30% of the total population, resulting in a sample of 108 students. The data collection techniques used were tests and documentation. The data were analyzed using descriptive statistics and the Pearson correlation test. The results of this study indicate a significant positive relationship between numerical ability and mathematical problem-solving ability. The strength of the relationship between the two abilities among Grade X students of SMA Negeri 10 Pontianak is 24.0%.
Copyright (c) 2025 Uray Tantri Ainiyyah, Desty Septianawati, Hidayu Sulisti https://creativecommons.org/licenses/by/4.0
Exploring The Technological Pedagogical and Content Knowledge (TPACK) of Driving Teacher (Guru Penggerak) In Banyuwangi, Indonesia
Teachers play a crucial role in the success of education, particularly within Indonesia's Merdeka Curriculum, which introduces the concept of Guru Penggerak (Driving Teacher). These teachers are positioned as agents of change, expected to integrate technology, pedagogy, and content through the Technological Pedagogical and Content Knowledge (TPACK) framework, especially in science education. This study aims to describe the TPACK profiles of junior high school science driving teacher in Banyuwangi Regency and identify both supporting and inhibiting factors. A descriptive qualitative approach was applied, with data collected through interviews, questionnaires, classroom observations, and document analysis. Data were analyzed using data reduction, presentation, and conclusion drawing, and validated through source and method triangulation. The results show that: (1) TPACK profiles based on CoRe + Technology are generally strong, as teachers demonstrate an understanding of the big ideas and key concepts in the material, which they record in CoRe and Technology sheets used as a foundation for developing students’ conceptual understanding; (2) Observations and PaP-eRs indicate that: a) TK includes digital literacy skills; b) PK includes classroom management with ice-breaking, planning with teaching modules, phased implementation (introduction, core, closing), assessment via literacy, numeracy, and projects, and evaluation through peer learning groups; and c) CK includes using science textbooks as primary resources and providing examples relevant to the theory; and (3) Supporting factors include adequate access to technology, facilities, and peer collaboration, while inhibiting factors involve limited knowledge of TPACK integration and insufficient time for lesson preparation.
Copyright (c) 2025 Aninditya Messaurina Faisol, Laily Yunita Susanti https://creativecommons.org/licenses/by/4.0
This study looks at how deixis shapes persuasive sociopreneurship posts on Instagram and TikTok, using six posts by Indonesian sociopreneur @aldwinnv as examples. Deixis, which links language to the speaker, audience, and context, plays a key role in how messages persuade online. By analyzing the posts with a qualitative descriptive approach, the study highlights five types of deixis: personal, temporal, spatial, social, and discourse. Words like I and we (personal deixis) build trust and closeness with followers. Temporal cues such as now and today create a sense of urgency, pushing readers to take action. Spatial references, like here or this place, make the stories feel grounded and real. Social deixis—terms like friends or guys—varies in tone: more formal on Instagram, more casual and friendly on TikTok. Discourse markers such as as I mentioned earlier help the narrative flow and stay coherent. In short, deixis isn’t just a technical language feature-it’s a persuasive tool. It strengthens credibility, engages emotions, and fosters a sense of community around sociopreneurship content. This research adds to digital pragmatics by showing how small language choices can have a big impact and offers practical insights for teaching media literacy and entrepreneurship.
Copyright (c) 2025 Ari Astutik, Dewanto, Lambang Erwanto https://creativecommons.org/licenses/by/4.0
The Use of Gamification in Arabic Vocabulary Learning: A Literature Study
In the digital era, teachers are required to integrate technology optimally in learning. One of the methods used in learning Arabic vocabulary is gamification. The approach in this research uses a literature study. Literature study is conducted by collecting references consisting of several previous studies, then compiled to draw conclusions. To maintain the accuracy of the content, the researcher will re-read carefully the collected literature. The purpose of this study is to describe the use of gamification in learning Arabic vocabulary and identify digital platforms that support it. The results obtained from several game platforms, including Kahoot!, Wayground, Wordwall, and Educaplay, can be used as media for learning Arabic vocabulary. However, there are challenges in implementing gamification methods, such as limited tools and teacher skills in utilising the platform. Therefore, some actions are needed, such as digital integrated learning training and training in memorizing Arabic vocabulary, so that gamification-based learning can be applied optimally.
Copyright (c) 2025 Fahema Hadia Aza, Yessica Tiara Renata, Putri Kholida Faiqoh https://creativecommons.org/licenses/by/4.0
Improving EFL Reading Comprehension through Self-Regulated Learning Strategies: An Intervention Study at SMK PGRI 2 Kediri
This study investigates the influence of Self-Regulated Learning (SRL) strategies on the reading comprehension of English as a Foreign Language (EFL) students at SMK PGRI 2 Kediri. Students' reading comprehension is often suboptimal, exacerbated by the lack of utilization of SRL. Based on Zimmerman's SRL theory (planning, monitoring, self-evaluation) and Brown's (2004) indicators of reading comprehension, this study aims to test the hypothesis of a significant influence of SRL. Using a quantitative One-Group Pretest-Posttest design, 29 students from class X AK 2 were selected through purposive sampling. The SRL intervention was conducted in two sessions, focusing on training in planning, monitoring, and self-evaluation in reading. Data were collected through pre-test and post-test measures assessing the ability to identify main ideas, vocabulary in context, details, and inferences. Descriptive results showed an increase in the average reading comprehension score from 66.41 (pre-test) to 82.29 (post-test), with the passing rate increasing from 37.93% to 71.4%. The Shapiro-Wilk normality test indicated that the data were not normally distributed (p<0.05). Therefore, hypothesis testing used the Wilcoxon Signed-Rank Test, which showed a significance value of 0.000 (p<0.05). These results confirmed the rejection of the null hypothesis, proving the positive and significant effect of the SRL strategy on students' reading comprehension. The discussion shows that each phase of SRL contributes to the improvement of specific reading comprehension indicators. This study reinforces the literature supporting the effectiveness of SRL in the context of foreign language learning and provides practical implications for teaching English in senior high school level.
Copyright (c) 2025 Miftah Dwi Putri Maulidiyah, Khoiriyah Khoiriyah, Sulistyani Sulistyani https://creativecommons.org/licenses/by/4.0
Application of ICT to Enhance Writing Skill: A Qualitative Study
This study investigates the application of Information and Communication Technology (ICT) to enhance students’ writing skills in a vocational school setting. Conducted with 32 eleventh-grade students in the Computer Network Engineering program at SMK Pancasila 1 Kutoarjo, this qualitative descriptive research employed classroom observation, questionnaires, and semi-structured interviews to gather data. Findings reveal that ICT integration significantly improves students’ writing proficiency by fostering engagement, expanding vocabulary and grammar accuracy, and reducing writing anxiety through collaborative platforms. Students reported that ICT tools make writing more interesting, promote autonomy, and increase motivation. However, challenges such as limited internet connectivity, insufficient devices, and uneven digital literacy were also identified. Overall, the study concludes that ICT has great potential to support effective writing instruction in vocational schools, provided that infrastructural and pedagogical challenges are adequately addressed. Future research is recommended to explore hybrid ICT-based approaches and long-term impacts on academic writing performance.
Copyright (c) 2025 Rohmatul Janah, Tusino, Puspa Dewi https://creativecommons.org/licenses/by/4.0
Copyright (c) 2025 Abdul Karim Suhadha, Deodatus Kolek, Dhaffa Muhamad Dzikri Mulyadi https://creativecommons.org/licenses/by/4.0
Teacher Strategies in Developing Students Emotional Competence in English Language Learning: A Narrative Inquiry Study
Learning English is difficult, particularly for non-native speakers who have to become proficient in not just grammar and vocabulary but also emotional competency to convey clearly. Language acquisition is significantly influenced by emotional competence, which is the capacity to identify, comprehend, and regulate one's own and others' emotions. This study is to look at the ways English language teachers use to help their students become emotionally competent. This study gathers interview data using a narrative inquiry technique to expose the lived experiences and perspectives of English teachers. The study of the data emphasizes trends and narratives showing how emotional competency is included into English instruction methods. The results show that teachers successfully enhance students' emotional competency by using contextual textbooks, presentations, English songs, observational assessments, and honest evaluations among other approaches. This study adds to the body of knowledge on emotional intelligence in the classroom and has application for curriculum creation and teacher preparation programs. This study aims to explore teachers’ strategies in developing students’ emotional competence and their impact on the success of English language learning through a narrative inquiry approach. The findings offer practical insights for improving teacher training and curriculum development in order to support a balanced integration of students’ emotional and academic development
Copyright (c) 2025 Nurul Jannah, Nani Hizriani https://creativecommons.org/licenses/by/4.0
YouTube as an Innovative Tool for Enhancing English Listening Skills in EFL Students
This study aims to see how YouTube works as an innovative tool to help improve English listening skills among students who learn English as a foreign language. The research was done at UIN K.H. Abdurrahman Wahid Pekalongan and involved two students from the English Education program as participants. The main focus of this study is how students use YouTube to practice listening outside of class time and how they view the effectiveness of the platform. Data were collected through semi-structured interviews that allowed participants to share their experiences in more detail. Thematic analysis was used to find the main patterns in the data. The results show that YouTube gives easy access to different English sources and helps students hear real English in various accents, speaking speeds, and real-life situations. The participants said that watching YouTube regularly helped them improve their vocabulary, pronunciation awareness, and overall listening skills. YouTube also supports independent learning by letting students choose content based on their interests and language level, which makes the learning process more fun and personal. However, the study also found some challenges, such as difficulty staying focused and choosing the right videos. Overall, this research shows that YouTube can be a useful extra resource to help EFL students improve their listening skills outside the classroom. It also highlights the need for guidance in using digital media effectively to support independent learning.
Copyright (c) 2025 Zahrotul Khafida, Alina Nurul Marisa, Inamul Maidatus Salwa https://creativecommons.org/licenses/by/4.0
Integrating Arabic Culture into Arabic Language Learning in the Digital Age: A Study of Generation Z Muslims
As Generation Z emerges as digital natives, it is necessary to update learning methods to be relevant and utilize the digital technologies that are part of their lives. How is Arabic culture active in the realm of Arabic language learning? The method used in this research is descriptive qualitative with a literature study approach. Data were collected from secondary sources such as scientific publications, digital Arabic learning materials, and relevant previous research reports, without directly involving participants. The results show that Generation Z considers cultural learning through social media platforms such as Instagram, TikTok, and YouTube more authentic and contextual than conventional teaching materials such as textbooks. Using news accounts, educational content, videos, and interaction in digital forums is a common practice. The findings imply a shift in the role of educators from the primary source of knowledge to content curators and facilitators of cross-cultural discussions. Consequently, there is an urgent need to develop hybrid teaching materials that integrate the richness of classical content with the relevance of contemporary media to create more effective learning.
Copyright (c) 2025 Zuhriyah, Zahra Nurus Shofa, Husna Dzakiyah https://creativecommons.org/licenses/by/4.0
Adapt and Adopt: A Reflective Account of Strategies and Practices in an Extensive Reading Course
Extensive Reading (ER) is an approach that encourages learners to read a large amount of self-selected material in the target language. While ER has proven effective in supporting foreign language acquisition, its implementation often faces challenges such as students' low motivation, limited vocabulary, and restricted access to English books or authentic reading materials. Against this backdrop, I present a reflective account of my experience in addressing these challenges while teaching an ER course. Grounded in my belief that teachers should continuously engage in meaningful practices beyond routine procedures, I implemented several strategies and made some adaptation in my ER class. The strategies included adopting reading materials from free online resources, using reading logs to track progress, and assigning the students to create an infographic to summarise and visualise their reading. Employing an autoethnographic approach, I reflect on the teaching and learning process throughout the semester, the students’ engagement with the tasks, and how my instructional decisions were shaped by ongoing analysis of their work. This reflective account offers insights that may benefit other teachers seeking to enhance their instruction and implement adaptive approaches in their ER courses.
Copyright (c) 2025 Rahmila Murtiana https://creativecommons.org/licenses/by/4.0
Undergraduate EFL Students’ Speaking Skill Development through Project-Based Learning: Experiences and Challenges
Speaking competence plays a vital role in English language learning; however, many EFL undergraduates still struggle to develop it effectively. This study aims to examine the experiences and challenges of undergraduate EFL students in enhancing their speaking skills through the Project-Based Learning approach. Employing a qualitative narrative inquiry design, data were obtained through in-depth interviews with ten English Education students at UIN Antasari Banjarmasin who participated in a podcast-based project. The results indicate that PjBL contributes positively to students’ speaking performance, particularly in vocabulary development, pronunciation accuracy, fluency, and self-confidence. It also fosters higher motivation and active participation in learning. Nevertheless, several challenges were identified, including teamwork issues, anxiety in public speaking, and topic selection difficulties. The study concludes that PjBL is an effective strategy for promoting speaking skill development, provided that lecturers offer consistent guidance and build a supportive learning environment.
Copyright (c) 2025 Siti Khofifah, Noor Maulidiyah https://creativecommons.org/licenses/by/4.0
This study explores the effectiveness of integrating the Mind Mapping model through the Canva application in improving students’ recount text writing skills at SMKN 1 Kediri. Writing recount texts plays a vital role in language learning, as it enables students to narrate personal experiences in a structured and chronological way. However, many vocational students struggle with limited vocabulary, poor text organization, and low confidence in writing. To address these issues, this research employed a quasi-experimental design using pre-test and post-test methods in two eleventh-grade classes. One class was taught recount writing using manual mind mapping, while the other applied Canva-based digital mind mapping. Students’ works were assessed using the COVLM rubric (Content, Organization, Vocabulary, Language, and Mechanics), and the data were analyzed through t- tests and N-Gain. The findings indicate that although both groups improved, the Canva-based group showed significantly higher gains in organization, engagement, and writing quality. Students also demonstrated greater enthusiasm and confidence when using digital tools. The study concludes that Canva-based mind mapping is more effective than manual techniques in enhancing recount writing skills and can serve as an innovative strategy for EFL classrooms.
Copyright (c) 2025 Grace Ajar Legowo, Rika Riwayatningsih, Sulistyani https://creativecommons.org/licenses/by/4.0
Enhancing Students' Reading Comprehension through CIRC Method at Vocational High School 2 PGRI Kediri
This study investigates the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in improving students' reading comprehension at SMK PGRI 2 Kediri. The motivation arose from students' difficulties in understanding English narrative texts, often caused by limited vocabulary, low motivation, and ineffective reading strategies. A quantitative approach was used with a one-group pre-test and post-test design, involving 25 students from Class XI Accounting 2. Data was collected through multiple-choice reading comprehension tests administered before and after implementing the CIRC method. The results show a significant improvement, with average scores rising from 48.64 in the pre-test to 80.24 in the post-test. The paired sample t-test revealed a significant difference (p < 0.05), indicating that the CIRC method has a positive impact on reading comprehension. Moreover, CIRC encourages collaborative learning and increases student engagement, fostering a more interactive and enjoyable classroom environment. These social and emotional benefits suggest that CIRC not only enhances academic achievement but also improves classroom dynamics. In conclusion, the CIRC method is an effective strategy for boosting reading comprehension among vocational high school students and is recommended for English teachers seeking innovative, student-centered teaching approaches. Future research could explore the application of this method to other language skills or educational contexts.
Copyright (c) 2025 Hero Ingga, Khoiriyah, Sulistyani https://creativecommons.org/licenses/by/4.0
Preservice Teachers’ Readiness in Utilizing Innovative Educational Technology at UIN K.H. Abdurrahman Wahid Pekalongan
The integration of innovative educational technology has become an urgent demand in 21st-century education. Preservice teachers, as future educators, are expected to master not only pedagogical and subject knowledge but also the creative use of technology to enhance teaching and learning. This study aims to analyze the readiness of preservice teachers at UIN K.H. Abdurrahman Wahid Pekalongan in utilizing innovative educational technology. Employing a descriptive qualitative approach, the study involved five students of the Faculty of Tarbiyah and Teacher Training, selected purposively. Data were collected through a Google Form questionnaire exploring understanding, experience, readiness, challenges, and expectations regarding the use of innovative educational technology. The findings reveal that preservice teachers’ understanding of technology varies significantly, ranging from high competence to limited awareness. Experiences in using digital learning platforms such as Google Classroom, Kahoot, and Quizizz also differ, creating a gap in confidence levels. Despite technical limitations, most students demonstrate positive attitudes and strong motivation to integrate technology into their future teaching. However, challenges such as limited access to devices, lack of intensive training, and insufficient institutional support remain obstacles. Students hope for more workshops, courses, and direct practice opportunities provided by the university. In conclusion, preservice teachers show strong potential but require systematic institutional support to fully adapt to the demands of innovative education.
Copyright (c) 2025 Nur Afifah, Inas Farrah Dina Noor, Fina Fatkhurizqia https://creativecommons.org/licenses/by/4.0
Exploring the Integration of Reading and Speaking Skills in Indonesian Language Learning through a Multimodal Digital Literacy Approach
This study investigates the integration of reading and speaking skills in Indonesian language learning through a Multimodal Digital Literacy (MDL) approach. A qualitative case study design was employed to explore how various text types, including written, audio, visual, and audio-visual texts that are supported by technology can be incorporated in reading and speaking skills development in order to foster literacy skills contextually and long-term retention in Indonesian language learning. The participants were 25 Indonesian Language Education students, and the learning process was conducted over ten sessions. The data were collected through a questionnaire and interviews and analysed using Miles and Huberman’s model of interactive analysis. The findings indicate that this approach could make learners more enthusiastic and promote deeper mastery of the material and skills, which aligns with the demands of present and future life. Furthermore, this approach guides learners to not only use the technology passively but also produce various creative digital products through the media transfer processes. Ultimately, engaging with and generating multimodal digital texts in language learning can build a deep learning atmosphere in the language classroom.
Copyright (c) 2025 Tintin Susilowati, Arga Mukti Wicaksana, Zahra Ardilawati, Aulia Sahara Zahwa, Moh. Rifqi Fauzi https://creativecommons.org/licenses/by/4.0
Financial Management to Improve Quality of Education
The quality of education is influenced by various factors, one of which is the financial aspect. Finance has a vital role in supporting the improvement of the quality of madrasa education. This study aims to analyze financial management at Madrasah Tsanawiyah Raudlatut Thalabah and its contribution to improving the quality of education. The focus of the research includes: (1) planning madrasah financial management, (2) implementation of madrasah financial management, and (3) evaluation of madrasah financial management in improving the quality of education. This research uses a qualitative method with a case study approach. Data collection techniques include observations of madrasah activities and conditions, interviews with the madrasah principal, treasurer, and curriculum vice principal, as well as documentation to strengthen data validity. Data was analyzed through data reduction, data presentation, and drawing conclusions, and its validity was tested using triangulation techniques. The results of the study show that: (1) financial planning is carried out in a structured manner through Madrasah Self-Evaluation (EDM) for the preparation of RKAM, involving various stakeholders; (2) financial implementation is transparent and accountable, with recording through the General Cash Book, Microsoft Excel, and monitoring based on the e-RKAM application; and (3) evaluations and internal audits are carried out periodically to ensure the effectiveness of fund use and the accuracy of financial reports.