Utamax : Journal of Ultimate Research and Trends in Education
type: channel
description: Utamax is an International journal publishing about education matters in the low-middle-income and developing countries around the globe, aiming to build bridges between research and policy and to address issues of concern to the different levels and types of education, transversal topics and ‘big issues’ for policy agendas. This includes an active and on-going discussion of national and international education policy. The Journal welcomes cross-disciplinary approaches within the education sector and with other sectors. Utamax is a triannual publication journal, published every March, July and October every year. ISSN : 2685-4252 (Online) and ISSN : 2685-0540 (Print)
publisher: LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia
language: en
publication name: Utamax : Journal of Ultimate Research and Trends in Education
issn: 2685-0540
items: Reimagining Arabic Instruction: Designing Webtoon Comics as Innovative Qirā’ah Learning Media
items: Local Wisdom in Script and Spirit: Educational and Policy Insights from Integrating Islamic Teachings with Cultural Heritage
items: Empowering Junior High Learners: Improving English Proficiency through a Multidimensional Eclectic Strategy
items: Faith-Driven Innovation in Practice: Investigating MBKM within Islamic Higher Education in Indonesia
items: Ecopedagogic-Based Education to Foster Ecological Awareness in Indonesian Language Learning
items: Beyond Technical Skills: The Integration of Language Competence into Professional Identity During International Teaching Practicum
items: Transforming Writing Education: An Investigation of Students' Experiences with Project-Based Learning in Teaching Writing
items: Investigating Critical Thinking Indicators in the Context of Algebra Problem Solving: A Study in Indonesia
items: Acting, Guessing, Learning: Communicative Games as a Strategy to Boost Vocabulary Mastery in Young EFL Learners
items: Challenges and Strategies in Navigating the TOEFL Reading Section Among Selected Indonesian EFL Learners
items: Tracing Educational Concepts in the Qur’an: A Semantic Meaning Approach to Holistic Learning
items: Innovation in Inferential Statistics Learning: Predict, Observe, and Explain (POE)-Based Teaching Materials to Optimizing Adaptive Reasoning
items: Investigating EFL Teachers’ Perceptions on the Implementation of Higher Order Thinking Skills in Semi-Urban Area
items: Targeted Learning with Speaking Worksheets: Advancing Professional Communication Skills in EFL Higher Education
items: Enhancing EFL Reading Comprehension via an AI-Chatbot-Guided Toulmin Mapping in Viat-Map
items: A Bibliometric Study of Communicative Language Teaching in Indonesian High School and Vocational School
items: Engage, Play, Learn: A Systematic Literature Review on the Impact of Gamification on Young Learners’ English Skills
items: Multicultural Representation in Sopo Jarwo Cartoon Series for The Reinforcement of Global Diversity Awareness
items: Empowering Moral Resilience: Psychoeducational Approaches in Disaster-Affected Communities
items: From English to Indonesian: A Study of Student Approaches to Translation across Different Source Languages
items: English as a Coding Catalyst: Exploring Its Impact on Basic Programming Learning Outcome in Health Information Management
items: Cross-Cultural Adaptation in Exchange Programs: Sociocultural Challenges for Students and How to Deal with Them
items: Who Am I in the Classroom? The Influence of Self-Identity Status on Academic Achievement
items: E-Learning for Sport Science Education: Importance and Mapping Analysis through a Big-Scale Survey
items: Creative Thinking Skills: Project Based Learning (PjBL) in the Media and Learning Resources Development Course
items: Boosting 21st Century Skills: Project-Based Microteaching’s Impact on Communication and Collaboration in Biology Education
items: Navigating Cultural Bridges: Enhancing Intercultural Competence through Democratic Dialogue in Elementary Education
items: Philological Insights in Qur'an and Tafsir Education: A Framework for Developing Teaching Materials
items: Implementation of the Independent Curriculum in Indonesian Language Learning Based on Local Wisdom through P5 Project
items: Leveraging Technology in Education: The Impact of Gitmind Mindmapping on Social Studies Learning

Reimagining Arabic Instruction: Designing Webtoon Comics as Innovative Qirā’ah Learning Media
type: item
description: Developing effective instructional media is essential to overcome the perception that Arabic qirā’ah (reading) is monotonous and difficult, a challenge that often diminishes students’ motivation and comprehension. Despite the wide use of technology-enhanced learning, studies focusing on Webtoon-based comics for Arabic reading instruction remain limited. This study aims to bridge that gap by designing and validating a digital Arabic comic on the Webtoon platform to improve Grade X students’ reading proficiency at MAN Tanjungbalai. Using a Research and Development (R&D) design with the Three Stages Research and Development (TSRD) model, the process involved needs analysis, storyboard creation, prototype development, expert validation, and classroom trials. The results demonstrate strong evidence of feasibility and effectiveness: material validation scored 75% (valid), media validation reached 86.6% (highly valid), teacher responses averaged 91.4% (highly valid), and student responses 86.5% (highly valid). Teachers emphasized the alignment of visuals and text as strengths, while students highlighted the engaging format and improved comprehension of Arabic texts. The findings confirm that Webtoon-based comics not only increase learners’ motivation but also enhance comprehension, satisfaction, and classroom participation, transforming the perception of Arabic learning from difficult to enjoyable. This study contributes by offering empirical validation of digital comics as innovative instructional media and by demonstrating the integration of popular youth-oriented platforms into formal education. Broader implications suggest that Webtoon-based media can support multimodal literacy, promote learner engagement, and serve as a scalable model for technology-enhanced language instruction in diverse contexts.
subject: Articles
  topic: section
subject: Arabic language learning
  topic: keywords
subject: Qirā’ah skills
  topic: keywords
subject: Multimodal literacy
  topic: keywords
subject: Reading comprehension
  topic: keywords
subject: Research and development (R&D)
  topic: keywords
subject: Technology-enhanced learning
  topic: keywords
creator: Nurul Hafizhah Salsabila Sitorus
creator: Muhammad Taufiq
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-27
publication date: 2025-06-27
starting page: 159
ending page: 171
doi: 10.31849/jqfwfa28

Local Wisdom in Script and Spirit: Educational and Policy Insights from Integrating Islamic Teachings with Cultural Heritage
type: item
description: The Qur’anic tafsīr manuscript-copying tradition in Rembang, Central Java, reflects a historically significant mode of Islamic knowledge transmission that remains underrepresented in contemporary Islamic Religious Education (IRE). This study repositions these handwritten Javanese and Pegon-script tafsīr manuscripts as culturally grounded pedagogical resources capable of enriching modern instructional practice. Using a descriptive qualitative design, data were collected through semi-structured interviews with Kiai, manuscript custodians, and IRE teachers and students, supported by participant observation and textual analysis of selected archived manuscripts at Masjid Jami Lasem. The findings show that the manuscripts contain vernacular idioms, metaphors, and narrative forms that contextualize Qur’anic teachings within local sociocultural realities, enhancing emotional engagement and spiritual reflection. Eighty-four percent of teachers and students reported improved comprehension compared to rote memorization, and observational data revealed that verses contextualized through local metaphors were interpreted and recalled 30 to 40 percent faster than those taught solely in classical Arabic. Although absent from current curricula, the majority of teachers supported reintegrating these manuscripts to promote dialogical learning, ethical reflection, and culturally responsive pedagogy. The novelty of this research lies in demonstrating that the Rembang manuscript tradition is not merely historical heritage but an evidence-based instructional model that strengthens curriculum localization and fosters transformative learning grounded in indigenous Islamic literacy. More broadly, the study contributes to scholarship on vernacular Islamic education by showing the relevance of heritage-based pedagogy for cultivating meaningful, dialogical, and culturally rooted religious learning in diverse Muslim societies.
subject: Articles
  topic: section
subject: Islamic religious education (IRE)
  topic: keywords
subject: Tafsīr manuscript tradition
  topic: keywords
subject: Pegon script
  topic: keywords
subject: Culturally responsive pedagogy
  topic: keywords
subject: Contextual islamic education
  topic: keywords
subject: Curriculum localization
  topic: keywords
creator: Ulfah Rahmawati
creator: Aziizatul Khusniyah
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-30
publication date: 2025-11-30
starting page: 182
ending page: 193
doi: 10.31849/zdk3km64

Empowering Junior High Learners: Improving English Proficiency through a Multidimensional Eclectic Strategy
type: item
description: Improving English proficiency among junior high school students in Indonesia remains a pressing concern, especially when conventional methods seems fail to accommodate diverse learning needs. This study investigates the effectiveness of an eclectic teaching approach that combines cognitive, behavioristic, humanistic, and social strategies to enhance students’ English skills in reading, writing, listening, and speaking. The research responds to the lack of instructional methods that engage learners holistically and adaptively. A quasi-experimental design was employed involving 75 students at SMP N 2 Jati Kudus. Students were divided into an experimental group and a control group based on their pre-test scores. The experimental group, consisting of 28 students with scores below 60, received an eclectic intervention over eight weeks, while the control group of 47 students continued with conventional instruction. Data collection included pre-tests and post-tests, as well as questionnaires, interviews, and observations. Quantitative results showed a significant improvement in the experimental group, with the average post-test score rising to 74.48 from a pre-test mean of 61.06. The t-test yielded a value of 7.309 with p = 0.001, indicating a statistically significant difference. The experimental group showed a 38.31 percent increase in performance, with no decline among participants, compared to a 10.94 percent increase in the control group. The findings offer compelling evidence for integrating eclectic strategies in English language instruction and contribute to a growing body of research advocating for differentiated, holistic approaches in education.
subject: Articles
  topic: section
subject: Mix-methods
  topic: keywords
subject: Eclectic teaching method
  topic: keywords
subject: English language skills
  topic: keywords
subject: Differentiated instruction
  topic: keywords
creator: Ida Vera Sophya
creator: Farida Farida
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-03-29
publication date: 2025-03-29
starting page: 87
ending page: 98
doi: 10.31849/q5nnsj80

Faith-Driven Innovation in Practice: Investigating MBKM within Islamic Higher Education in Indonesia
type: item
description: In an era marked by rapid educational transformation, the Merdeka Belajar-Kampus Merdeka (MBKM) initiative emerges as a critical reform in Indonesian higher education, designed to bridge academic learning with real-world competencies. However, limited research has explored how this policy aligns with the foundational philosophies and pedagogical values of Islamic Higher Education Institutions (IHEIs), which prioritize ethical, spiritual, and intellectual development rooted in maqasid al-shariah. This study examines the implementation of the MBKM program in Islamic Higher Education Institutions (IHEIs) in Indonesia. Using a qualitative case study approach, data were collected through semi-structured interviews and institutional document analysis to explore alignment with Islamic educational philosophy. Thematic coding revealed three major findings: first, MBKM activities such as internships and community service resonate with Islamic principles of service (khidmah) and societal benefit (maslahah); second, institutional resistance and lack of resources hinder integration; and third, MBKM fosters opportunities for curriculum innovation that preserve Islamic identity while enhancing employability. The study contributes to the discourse on educational reform by offering a culturally responsive model of policy adaptation in religious institutions. It also provides actionable recommendations for aligning national policy with faith-based education. These findings have broader implications for advancing inclusive and value-driven higher education that respects religious traditions while embracing modernity.
subject: Articles
  topic: section
subject: MBKM
  topic: keywords
subject: Higher Education Institutions (IHEIs)
  topic: keywords
subject: Faith-based education
  topic: keywords
subject: Curriculum integration
  topic: keywords
subject: Value-based education
  topic: keywords
creator: Jufriadi Jufriadi
creator: Wahibah Wahibah
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-22
publication date: 2025-06-22
starting page: 71
ending page: 86
doi: 10.31849/utamax.v7i1.24627

Ecopedagogic-Based Education to Foster Ecological Awareness in Indonesian Language Learning
type: item
description: Global ecological crises such as climate change, deforestation, and pollution demand the urgent integration of sustainability values into all areas of education, including language learning. Although the Indonesian Language curriculum offers substantial potential to foster ecological awareness, its pedagogical application remains underexplored. This study aims to investigate the integration of eco-pedagogical values within Indonesian Language learning in the context of the Merdeka Curriculum at junior and senior high school levels. A qualitative descriptive approach was employed using content analysis as the central method. Primary data were obtained from national policy documents, Indonesian language textbooks, teaching modules, and curriculum frameworks. These were complemented by interview data from school principals and language teachers across Bali Province, providing insight into both institutional policy and classroom-level implementation. The analysis revealed that ecological themes are consistently embedded in various genres of language texts including descriptive, narrative, expository, and procedural forms. Topics such as biodiversity, natural disasters, environmental ethics, and conservation practices are explicitly integrated into learning materials. Key national programs including the P5 initiative, the Adiwiyata School movement, and Permendikbudristek Number 37 of 2022 play a supportive role in reinforcing these values. The findings indicate that Indonesian Language learning serves a dual purpose by enhancing linguistic competence while simultaneously cultivating students' ecological literacy and ethical responsibility. This study contributes to the advancement of language education that supports sustainable development and encourages environmentally conscious citizenship.
subject: Articles
  topic: section
subject: Ecological
  topic: keywords
subject: Ecological literacy
  topic: keywords
subject: Environmental awareness
  topic: keywords
subject: Indonesian language education
  topic: keywords
subject: Merdeka curriculum
  topic: keywords
creator: I Putu Gede Sutrisna
creator: Asthadi Mahendra Bhandesa
creator: Nadya Treesna Wulansari
creator: I Putu Agus Endra Susanta
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-07-24
publication date: 2025-07-24
starting page: 124
ending page: 135
doi: 10.31849/8jrnyn11

Beyond Technical Skills: The Integration of Language Competence into Professional Identity During International Teaching Practicum
type: item
description: In the context of globalized teacher education, the integration of language competence into the development of professional identity among English as a Foreign Language (EFL) student-teachers remains insufficiently addressed. This study explores how non-native English-speaking student-teachers construct their professional identity through the lens of language competence during international teaching practicums. Employing a hermeneutic phenomenological approach, the research investigates the lived experiences of two Indonesian EFL student-teachers who participated in the Southeast Asian Ministers of Education Organization (SEAMEO) exchange program. Data collection involved semi-structured interviews and document analysis, including lesson plans, reflective journals, and mentor feedback. The analysis identified four key themes: language competence as a catalyst for identity formation, self-awareness as a foundation for professional growth, the integration of disciplinary knowledge into teaching practice, and student-centered engagement. The findings reveal divergent pathways in identity construction, shaped by how each participant perceived and responded to linguistic challenges. One student-teacher reframed language anxiety as an opportunity for transformation, while the other struggled with persistent self-doubt despite technical preparation. This study addresses a critical gap in teacher education literature by emphasizing how language competence functions as a core element of professional identity, rather than a supplementary skill. The results offer practical implications for designing teacher education curricula that prioritize reflective practice, language support, and identity development. By situating language competence within the broader process of becoming an effective educator, this study contributes to a more holistic understanding of teacher preparation in international and intercultural settings.
subject: Articles
  topic: section
subject: Language competence
  topic: keywords
subject: International teaching practicum
  topic: keywords
subject: EFL student-teachers
  topic: keywords
subject: Language teacher education
  topic: keywords
subject: Intercultural pedagogy
  topic: keywords
creator: Hidayati Hidayati
creator: Urip Sulistiyo
creator: Delita Sartika
creator: Akhmad Habibi
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-22
publication date: 2025-06-22
starting page: 58
ending page: 70
doi: 10.31849/utamax.v7i1.23260

Transforming Writing Education: An Investigation of Students' Experiences with Project-Based Learning in Teaching Writing
type: item
description: In response to the pedagogical shift toward more authentic and student-centered learning in higher education, this study investigates the integration of Project-Based Learning (PjBL) in teaching academic writing to English education students in Indonesia. While PjBL has been recognized for fostering collaboration and critical thinking, limited research has explored how students behaviorally, emotionally, and cognitively respond to its implementation in writing instruction. Addressing this gap, a qualitative case study was conducted involving twenty university students who participated in a semester-long PjBL-based writing course. Drawing on data from observations, interviews, and document analysis involving twenty English education students, this study reveals three key findings. Behaviorally, students demonstrated active participation, leadership, and collaborative responsibility, supported by structured peer roles and group accountability mechanisms, although a few exhibited passive involvements due to unequal workload distribution. Emotionally, most students experienced enthusiasm and a sense of accomplishment, particularly during topic selection and final submission, but some expressed anxiety related to public presentation and frustration over imbalanced team contributions. Cognitively, students showed marked improvements in brainstorming, organizing arguments, and revising drafts, guided by visual tools, feedback, and reflective journaling, which enhanced their critical thinking and writing cohesion. These findings highlight PjBL as a transformative pedagogy that fosters technical skills, autonomy, emotional resilience, and cognitive engagement. By offering an integrated view of students’ experiences, the study advocates for strategies that support collaboration, emotional support, and metacognitive awareness in academic writing, with broader implications for advancing student-centered learning in higher education.
subject: Articles
  topic: section
subject: Project-based learning (PjBL)
  topic: keywords
subject: Cognitive development
  topic: keywords
subject: Emotional response
  topic: keywords
subject: Behavioral engagement
  topic: keywords
subject: English language teaching (ELT)
  topic: keywords
subject: Higher education
  topic: keywords
creator: Donal Matheos Ratu
creator: Nurhayati Nurhayati
creator: Ni Putu Ratni
creator: Nurmaisyah Nurmaisyah
creator: Ruly Rantung
creator: Prilimercy Lingkan Kojongian
creator: Devilito Prasetyo Tatipang
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-22
publication date: 2025-06-22
starting page: 44
ending page: 57
doi: 10.31849/utamax.v7i1.25037

Investigating Critical Thinking Indicators in the Context of Algebra Problem Solving: A Study in Indonesia
type: item
description: Developing students’ critical thinking in mathematics, particularly in algebra problem solving, is crucial for enhancing conceptual understanding and mathematical reasoning. Although critical thinking has been widely studied, limited research has specifically examined how Indonesian students demonstrate critical thinking in algebra tasks, especially in the evaluation stage. This study investigates how students engage with four key indicators of critical thinking: Analysis, Strategy, Inference, and Evaluation, during algebra problem solving. A qualitative descriptive approach was employed, involving six purposively selected eleventh-grade students from Senior High School 5 Tegal, categorized into high, medium, and low levels of critical thinking ability. Data were gathered through classroom tests, structured observations, and in-depth interviews, then analyzed using thematic coding with triangulation to ensure credibility. The results indicate that students with high critical thinking levels were able to perform all four indicators effectively, while those at the medium level showed inconsistent performance, particularly in the inference and evaluation stages. Students with low critical thinking levels struggled to identify mathematical structures, often applying procedures without conceptual clarity. These findings suggest that the quality of students’ critical thinking is closely related to their algebraic understanding and ability to apply reasoning strategies. This study highlights the underexplored evaluation dimension of critical thinking, offering new insights into how students validate and justify solutions in mathematics. The findings underscore the need for instructional practices that support reflective thinking, encourage reasoning, and promote deeper engagement with mathematical problems. Further research is recommended to explore how these skills develop across time and educational contexts.
subject: Articles
  topic: section
subject: Algebra Critical thinking Mathematics Metacognition Problem Solving Student thinking processes
  topic: keywords
creator: M. Taufik Qurohman
creator: Zainnur Wijayanto
creator: Suwarto Suwarto
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-07-05
publication date: 2025-07-05
starting page: 99
ending page: 110
doi: 10.31849/3psjs798

Acting, Guessing, Learning: Communicative Games as a Strategy to Boost Vocabulary Mastery in Young EFL Learners
type: item
description: Vocabulary knowledge is a cornerstone of language proficiency and serves as the foundation for effective communication in English as a Foreign Language (EFL) contexts. Yet, many young learners continue to struggle with vocabulary retention when taught through conventional approaches, which are often limited to rote memorization and isolated word lists. Responding to this gap, the present study investigates the effectiveness of communicative games as an engaging instructional strategy to enhance vocabulary mastery among young EFL learners. Employing a pre-experimental design with one-group pre-test and post-test, 21 participants from Ganesha English College in Lubuklinggau were assessed through multiple-choice vocabulary tests. Data were analyzed using descriptive statistics, minimum mastery criteria comparison, and paired sample t-tests. The findings reveal a significant improvement in learners’ vocabulary scores after the treatment, confirming that communicative games foster not only better retention but also deeper word association in meaningful contexts. These results demonstrate that communicative games create an interactive and enjoyable learning environment, motivating learners to actively engage with new vocabulary. This study contributes to the growing body of literature on game-based language learning by highlighting communicative games as a practical and effective pedagogical tool in EFL classrooms. The implications extend to broader educational contexts, suggesting that integrating interactive game-based methods can support vocabulary acquisition, enhance communicative competence, and inform curriculum design for young learners in diverse EFL settings.
subject: Articles
  topic: section
subject: Communicative games
  topic: keywords
subject: Vocabulary mastery
  topic: keywords
subject: Young learners
  topic: keywords
subject: Game-based learning
  topic: keywords
subject: Classroom interaction
  topic: keywords
subject: Learner motivation
  topic: keywords
creator: Ardayati Ardayati
creator: Maria Ramasari
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-07-22
publication date: 2025-07-22
starting page: 172
ending page: 181
doi: 10.31849/ce3cd768

Challenges and Strategies in Navigating the TOEFL Reading Section Among Selected Indonesian EFL Learners
type: item
description: In an era where English proficiency dictates global academic and professional mobility, mastering the TOEFL Reading section remains a significant hurdle for many Indonesian EFL learners. Despite familiarity with widely endorsed strategies such as skimming, scanning, and vocabulary enhancement, consistent application under exam pressure remains elusive. This study addresses a critical gap in existing research by investigating not only the types of challenges faced by TOEFL takers but also the cognitive and strategic dissonances that hinder their performance. Employing a mixed-methods approach, the study collected quantitative data from the reading scores of 15 test-takers at an English Language Center in Tondano, North Sulawesi, and complemented it with qualitative insights from semi-structured interviews. The findings reveal persistent difficulties in time management, complex vocabulary processing, and inference-based questions, despite students’ awareness of effective strategies. Notably, the study uncovers that the mere knowledge of techniques is insufficient without strategic internalization, adaptive focus, and real-time cognitive flexibility. Students identified vocabulary expansion, active reading, and timed practice as the most impactful strategies, yet gaps between awareness and execution remain. The study’s contribution lies in offering a nuanced understanding of these strategic breakdowns and advocating for targeted pedagogical interventions, including strategy-focused curricula and individualized practice modules. These findings hold wider implications for TOEFL preparation programs, suggesting the need for personalized, cognition-aware teaching models that not only transmit strategies but also cultivate their consistent application in high-stakes contexts.
subject: Articles
  topic: section
subject: TOEFL
  topic: keywords
subject: Reading strategies
  topic: keywords
subject: EFL learners
  topic: keywords
subject: Test-taking strategies
  topic: keywords
subject: Standardized English tests
  topic: keywords
subject: Language assessment
  topic: keywords
creator: Nursalim Nursalim
creator: Ali Ajam
creator: Awaludin Rizal
creator: Fergina Lengkoan
creator: Jeihn N. C. Budiman
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-22
publication date: 2025-06-22
starting page: 30
ending page: 43
doi: 10.31849/ymzxt412

Tracing Educational Concepts in the Qur’an: A Semantic Meaning Approach to Holistic Learning
type: item
description: In an era shaped by fragmented educational ideals and ethical uncertainty, the pursuit of integrative learning models has become increasingly critical. Although the Qur'an is widely regarded as a source of moral and intellectual guidance, its semantic construction of educational concepts remains largely unexplored within contemporary holistic education discourse. This study addresses that gap by applying Izutsu’s semantic analysis to examine how the Qur’an presents a comprehensive vision of education that integrates intellectual, spiritual, moral, and social dimensions. Employing a case study approach within an interpretive paradigm, the research systematically identifies and analyzes six key educational terms drawn from the Qur'anic text. These terms are tarbiyah (nurturing growth), ta’lim (teaching and imparting knowledge), ta’aruf (mutual recognition and understanding), tazkiyah (purification and self-enhancement), ta’dib (discipline and character refinement), and ta’alluq (connection and meaningful attachment). Through meticulous semantic tracing and cross-validation with classical exegetical sources, the study reveals how these terms form an interconnected conceptual network reflecting the Qur’an's holistic perspective on human development. The findings suggest that this educational framework emerged as a response to pre-Islamic social inequalities, the limited accessibility of knowledge, and the need for education to drive personal and societal transformation. By integrating Islamic educational philosophy with humanistic and posthumanistic theories, the study contributes a culturally grounded yet globally relevant model of education. Its implications extend to curriculum design, teacher preparation, and policy reform, affirming the Qur’anic vision of education as a transformative process that cultivates ethical, inclusive, and ecologically conscious individuals equipped for the complexities of modern life.
subject: Articles
  topic: section
subject: Concept of education
  topic: keywords
subject: Holistic learning
  topic: keywords
subject: Humanistic education
  topic: keywords
subject: Qur’anic education
  topic: keywords
subject: Semantic analysis
  topic: keywords
creator: Kamridah Kamridah
creator: Maftuha Husnaeni
creator: Susy Deliany
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-07-23
publication date: 2025-07-23
starting page: 111
ending page: 123
doi: 10.31849/ba279616

Innovation in Inferential Statistics Learning: Predict, Observe, and Explain (POE)-Based Teaching Materials to Optimizing Adaptive Reasoning
type: item
description: Inferential statistics is a cornerstone of higher education mathematics that equips students with essential skills for evidence-based decision-making, yet many undergraduates continue to face persistent difficulties in applying adaptive reasoning, particularly in hypothesis testing, regression analysis, and data interpretation. Conventional lecture-based and textbook-driven approaches tend to focus on computational procedures, leaving a crucial gap in cultivating reasoning and reflective thinking. Addressing this challenge, the present study developed Predict-Observe-Explain (POE)-based teaching materials explicitly designed to optimize adaptive reasoning in inferential statistics learning. Using a developmental research design guided by the Hannafin and Peck model, the study progressed through needs assessment, design, development, implementation, and continuous evaluation. Validity was established through expert reviews of content accuracy, pedagogical coherence, and presentation quality, while practicality was assessed via small- and large-group trials with undergraduate mathematics education students at IAIN Kerinci. Findings demonstrated high validity (90.75%) and acceptable practicality (77.6%), affirming the feasibility of integrating POE-based materials into undergraduate statistics instruction. By embedding prediction, observation, and explanation tasks into statistical problem-solving, the materials promoted students’ logical reasoning and improved their ability to justify conclusions. This study extends the POE approach beyond its common use in science education to abstract mathematical contexts, providing an empirically validated instructional innovation that fosters higher-order reasoning. The findings contribute to enhancing curriculum design in mathematics education and support global priorities for advancing critical thinking, problem-solving, and data literacy as central competencies for twenty-first century learning.
subject: Articles
  topic: section
subject: Predict–Observe–Explain (POE) Inferential statistics Adaptive reasoning Critical thinking skills Skills in statistics
  topic: keywords
subject: Predict–Observe–Explain (POE)
  topic: keywords
subject: Inferential statistics
  topic: keywords
subject: Adaptive reasoning
  topic: keywords
subject: Critical thinking skills
  topic: keywords
subject: Skills in statistics
  topic: keywords
creator: Ria Deswita
creator: Febria Ningsih
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-30
publication date: 2025-11-30
starting page: 194
ending page: 212
doi: 10.31849/64kww169

Investigating EFL Teachers’ Perceptions on the Implementation of Higher Order Thinking Skills in Semi-Urban Area
type: item
description: The implementation of Higher-Order Thinking Skills (HOTS) within Indonesia's Merdeka Curriculum has brought increasing attention to the development of critical and creative thinking across subjects. However, limited research has examined how English teachers, particularly in rural or semi-urban areas, perceive and apply HOTS-based assessment. This qualitative study addresses that gap by exploring the perceptions, confidence levels, and challenges experienced by junior secondary school English teachers when implementing HOTS. A two-day focus group discussion involving seven purposively selected teachers, followed by an open-ended questionnaire, served as the main data collection methods. Thematic analysis revealed that initial misconceptions linked HOTS to difficulty and content complexity. However, through collaborative discussions, participants gradually recognized HOTS as a pedagogical tool that fosters analytical, evaluative, and creative thinking in language learning. The study also found that teachers' confidence in designing HOTS-based assessments increased after the intervention, although they continued to face contextual barriers such as insufficient resources and limited student readiness. These findings indicate the need for continuous, context-sensitive professional development programs that not only enhance teacher understanding but also provide practical support. The study contributes to broader discussions on equitable curriculum reform by emphasizing the importance of empowering teachers in less advantaged regions. Its implications call for sustained investment in training strategies that ensure the effective integration of HOTS in English language education across diverse educational environments.
subject: Articles
  topic: section
subject: Assessment
  topic: keywords
subject: Critical thinking
  topic: keywords
subject: Teachers’ perceptions
  topic: keywords
subject: English language teaching
  topic: keywords
subject: HOTS
  topic: keywords
creator: Maya Puspitasari
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-22
publication date: 2025-06-22
starting page: 1
ending page: 11
doi: 10.31849/utamax.v7i1.25120

Targeted Learning with Speaking Worksheets: Advancing Professional Communication Skills in EFL Higher Education
type: item
description: As English becomes the lingua franca of professional communication, many higher education institutions still overlook the importance of equipping EFL learners with targeted speaking skills for real-world occupational settings. This study responds to that pressing educational need by exploring the effectiveness of structured speaking worksheets in enhancing students' speaking proficiency and overall engagement in a professional communication course. Conducted through a quasi-experimental pretest-posttest design, the research involved 60 undergraduate English Education students at Tadulako University who were divided into an experimental group using speaking worksheets and a control group receiving conventional instruction. Students' speaking performance was evaluated across five critical dimensions: grammar, pronunciation, fluency, vocabulary, and contextual appropriateness. Engagement levels were measured using structured questionnaires. The results revealed a clear improvement in the speaking abilities of students who used the worksheets, accompanied by stronger motivation, enhanced self-confidence, and increased critical thinking. These gains, when compared to the outcomes of the control group, indicate the pedagogical value of incorporating structured, context-driven speaking materials into classroom instruction. Rather than functioning as simple practice tools, speaking worksheets emerged as dynamic resources that promoted learner agency, active participation, and deeper communicative competence. This study advances English for Professional Purposes by providing empirical support for using responsive, scenario-based materials in EFL instruction. It highlights the value of task-based, learner-centered approaches that connect academic learning with future workplace communication.
subject: Articles
  topic: section
subject: English for professional purposes
  topic: keywords
subject: ESP
  topic: keywords
subject: Speaking ability
  topic: keywords
subject: Speaking for professional context
  topic: keywords
subject: Speaking worksheet
  topic: keywords
subject: Students’ engagement
  topic: keywords
creator: Hastini Hastini
creator: Sudarkam R. Mertosono
creator: Wahyudin Wahyudin
creator: Moh. Abraham Akbar Eisenring
creator: Sukmawati Sadilia
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-06-22
publication date: 2025-06-22
starting page: 12
ending page: 29
doi: 10.31849/utamax.v7i1.25132

Enhancing EFL Reading Comprehension via an AI-Chatbot-Guided Toulmin Mapping in Viat-Map
type: item
description: The growing demand for English as a Foreign Language (EFL) proficiency necessitates innovative approaches that go beyond conventional reading practices, which often emphasize translation and literal comprehension without fostering critical thinking. Although the Toulmin Argumentation Model has proven effective in enhancing logical structuring skills, it remains insufficient in supporting higher-order thinking without additional scaffolding. This study bridges that gap by embedding an AI-powered chatbot, driven by a Large Language Model (LLM), into the Viat-Map system to promote reflective engagement and argument construction during reading tasks. Using a quantitative pre-test and post-test design, 16 university students engaged with the AI-enhanced system over two weeks. Findings reveal a significant improvement in comprehension performance (p < 0.01), with the number of interaction steps emerging as the strongest predictor of learning gain (r = 0.482, p < 0.05). Time alone did not significantly affect outcomes, yet its combination with active interaction produced a moderate synergistic effect (p = 0.041, η² = 0.16). These results underscore that active learner engagement, rather than mere exposure time, is the critical factor for meaningful comprehension improvement. The study contributes to the literature by demonstrating how AI-driven Toulmin mapping effectively cultivates deeper comprehension and critical reasoning. In a larger perspective, this research signals the possibility of reimagining global language education through intelligent systems that foster autonomy, equity, and inclusivity in diverse learning environments.
subject: Articles
  topic: section
subject: AI in education
  topic: keywords
subject: EFL
  topic: keywords
subject: Intelligent tutoring systems
  topic: keywords
subject: Reading comprehension
  topic: keywords
subject: Toulmin argument
  topic: keywords
subject: Viat-map
  topic: keywords
creator: Banni Satria Andoko
creator: Dian Hanafudin Subhi
creator: Naufal Falah Wafiuddin
creator: Xia Wang
creator: Tsukasa Hirashima
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-07-23
publication date: 2025-07-23
starting page: 144
ending page: 158
doi: 10.31849/9nwj8r52

A Bibliometric Study of Communicative Language Teaching in Indonesian High School and Vocational School
type: item
description: The global shift toward communication-driven education has positioned Communicative Language Instruction (CLI) as a vital approach in teaching English, particularly in Indonesian secondary and vocational schools. Despite its increasing application, a systematic understanding of CLI's scholarly development remains limited. This study aims to fill that gap through a comprehensive bibliometric analysis of CLI research published between 2014 and 2024. Using structured searches across Google Scholar, Scopus, and Dimensions, an initial dataset of 223 articles was collected. After applying inclusion and exclusion criteria focusing on peer-reviewed studies in English as a Foreign Language (EFL) contexts, a total of 97 articles were selected for analysis. Bibliometric tools including VOSviewer and Publish or Perish (PoP) were employed to examine metadata such as publication trends, authorship patterns, keyword frequencies, and country distributions. The results show a substantial rise in CLI-related publications, from 7 in 2014 to a peak of 29 in both 2021 and 2022. Indonesia produced the highest number of studies (n = 11), followed by Iran (n = 10). Keyword co-occurrence revealed dominant themes such as "language teaching," "practice," and "interaction," with a strong emphasis on English for Specific Purposes (ESP), particularly in tourism and hospitality. Citation mapping identified three major research clusters and emerging authors contributing to this field. These findings highlight the growing relevance of CLI in vocational education and underscore the importance of integrating ESP content, intercultural competence, and technology-enhanced learning to prepare students for participation in an increasingly globalized workforce.
subject: Articles
  topic: section
subject: Bibliometric analysis
  topic: keywords
subject: Communicative language instruction
  topic: keywords
subject: English as a foreign language
  topic: keywords
subject: English for specific purposes (ESP)
  topic: keywords
subject: Vocational education
  topic: keywords
creator: Arbain Arbain
creator: Dzul Rachman
creator: Sakut Anshori
creator: Dedi Rahman Nur
creator: Saltanat A. Meiramova
creator: Muhammad Aswad
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-07-30
publication date: 2025-07-30
starting page: 136
ending page: 143
doi: 10.31849/djnspy69

Engage, Play, Learn: A Systematic Literature Review on the Impact of Gamification on Young Learners’ English Skills
type: item
description: This systematic literature review investigates the impact of gamification on young learners’ English language skill acquisition, addressing a research gap in understanding its specific contributions to engagement, motivation, and academic outcomes. By analyzing 26 peer-reviewed articles published between 2019 and 2024, sourced from Crossref, Scopus, and Semantic Scholar, this study categorizes findings into four themes: learner autonomy and motivation, vocabulary mastery, classroom participation and academic achievement, and intrinsic motivation. The results reveal that gamification significantly enhances learner autonomy and intrinsic engagement by integrating game-like elements such as leaderboards and progress trackers. Vocabulary acquisition benefits from contextualized and repetitive gamified activities, which improve retention and recall. Gamification also fosters classroom participation and academic success by creating inclusive and interactive learning environments, often aligned with cognitive frameworks like Bloom’s Taxonomy. However, the review identifies challenges such as inconsistent methodologies, technical limitations, and the novelty effect, which can influence the sustainability of gamification’s benefits. Despite these limitations, this study underscores gamification’s transformative potential in fostering dynamic, learner-centered environments that align with modern educational goals. The findings emphasize the need for thoughtfully designed gamified strategies that address diverse learner needs while promoting intrinsic motivation and sustained engagement. Future research should focus on longitudinal studies, the differential effects of competitive and collaborative gamification, and the integration of emerging technologies like AI and VR to further optimize gamified language education. These insights provide a foundation for innovative curriculum development and policy-making in education.
subject: Articles
  topic: section
subject: Digital learning tools
  topic: keywords
subject: English language learning
  topic: keywords
subject: Gamification in education
  topic: keywords
subject: Language teaching innovation
  topic: keywords
subject: Systematic literature review (SLR)
  topic: keywords
subject: Young learners
  topic: keywords
creator: Budianto Hamuddin
creator: Jewine Saragih Priambada
creator: Indarwati Indarwati
creator: Wahyuni Sakka
creator: Muh. Ridha Anugrah
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by-sa/4.0
date: 2024-11-30
publication date: 2024-11-30
starting page: 232
ending page: 243
doi: 10.31849/utamax.v6i3.19500

Multicultural Representation in Sopo Jarwo Cartoon Series for The Reinforcement of Global Diversity Awareness
type: item
description: This study addresses the gap in integrating multicultural education into primary school curricula by utilizing digital media, specifically the Sopo Jarwo animated series. While prior research highlights the significance of multicultural education in fostering inclusivity and global diversity awareness, few studies have explored the role of animated media in achieving these objectives. This research aims to analyze the multicultural values embedded in Sopo Jarwo and evaluate their potential to strengthen the Pancasila Student Profile in elementary schools. Employing a qualitative descriptive case study approach, the study examined the first ten episodes of the series using semiotic analysis and Miles and Huberman's interactive model. Data were collected through non-participatory observation, transcription of dialogues, and annotation of visual and contextual elements. The findings reveal that Sopo Jarwo portrays key multicultural values, including portrays tolerance as a conflict resolution mechanism, community cooperation, interethnic harmony and inclusivity, also cross-generational learning through relatable characters and engaging narratives. These values are aligned with Indonesia’s Pancasila principles and hold significant educational potential. This research contributes to the growing discourse on media-based education and offers practical implications for curriculum development. By showcasing the educational value of digital media, this study underscores its broader relevance in fostering global awareness and cultural harmony in increasingly diverse societies.
subject: Articles
  topic: section
subject: Character education
  topic: keywords
subject: Curriculum development
  topic: keywords
subject: Digital media in education
  topic: keywords
subject: Multiculturalism
  topic: keywords
subject: Pancasila student profile
  topic: keywords
creator: Andriyanto Kurniawan
creator: Mukti Widayati
creator: Nurnaningsih Nurnaningsih
rights: Copyright (c) 2024
date: 2024-11-29
publication date: 2024-11-29
starting page: 222
ending page: 231
doi: 10.31849/utamax.v6i3.22670

Empowering Moral Resilience: Psychoeducational Approaches in Disaster-Affected Communities
type: item
description: This study explores the role of psychoeducation in reinforcing moral development and psychological resilience among the residents of Sibanggor Julu Village, Puncak Sorik Marapi District, Mandailing Natal Regency, following a disaster. The research employs a qualitative, naturalistic approach to capture the complexities of community recovery through in-depth interviews, participant observations, and document analysis. Data validity was ensured through multiple strategies, including credibility, transferability, dependability, and confirmability. The key findings reveal that psychoeducational reinforcement significantly contributed to the villagers’ post-disaster recovery, leading to enhanced optimism, stronger family economic aspirations, increased religiosity, and improved psychological strength. The villagers also exhibited greater positive behavior and a revitalized fighting spirit. Furthermore, the study identifies the importance of structured psychoeducational activities, including professional human resources, ongoing support, and interactive learning methods such as games and environmental education, in fostering moral and psychological growth. Both exogenous factors (e.g., customs, education, environment, media) and endogenous factors (e.g., self-concept, personality) were found to influence the success of these interventions. The study’s findings highlight the effectiveness of psychoeducation in promoting moral development in post-disaster contexts. These insights offer valuable implications for the broader application of psychoeducational models in disaster recovery, suggesting that similar interventions could enhance community resilience and support moral regeneration in other affected areas globally.
subject: Articles
  topic: section
subject: Disaster recovery
  topic: keywords
subject: Moral resilience
  topic: keywords
subject: ost-disaster interventions
  topic: keywords
subject: Moral development
  topic: keywords
subject: Psychoeducation
  topic: keywords
creator: Nurmaida Irawani Siregar
creator: Saiful Akhyar Lubis
creator: Lahmuddin Lubis
rights: Copyright (c) 2024
date: 2024-11-30
publication date: 2024-11-30
starting page: 215
ending page: 221
doi: 10.31849/utamax.v6i3.19261

From English to Indonesian: A Study of Student Approaches to Translation across Different Source Languages
type: item
description: This study investigates the translation practices of English Literature students, focusing on their application of theoretical frameworks in translating texts from English and Indonesian. While translation theory is typically taught in academic settings, students often deviate from the prescribed methods during practical exercises, especially when restricted to using only manual dictionaries and prohibited from utilizing electronic translation tools. Using Nida and Taber’s (1982) translation model, which includes the stages of analysis, transfer, and restructuring, this qualitative study aims to explore the translation processes employed by nine active students in an English Literature class. Data were collected through questionnaires administered to all 14 students, with nine providing valid responses. The findings show that the choice of source language significantly influenced the translation strategies used. For English texts, seven students reversed the typical sequence of translation steps, starting with transfer, followed by analysis and restructuring, while two students adhered to the traditional order. In contrast, when translating Indonesian texts, students tended to follow a more structured translation process, although one student did not complete the restructuring stage. This study not only provides valuable insights into how students engage with the translation process but also offers important implications for EFL translation instructors and researchers. Understanding how the source language affects translation practices can inform teaching strategies and enhance our approach to translation studies in the broader context of language education.
subject: Articles
  topic: section
subject: Translation practice
  topic: keywords
subject: Nida and Taber model
  topic: keywords
subject: Translation strategies
  topic: keywords
subject: Source language
  topic: keywords
subject: Translation pedagogy
  topic: keywords
creator: Ana Rosida
creator: Herdi Herdi
rights: Copyright (c) 2024
date: 2024-11-29
publication date: 2024-11-29
starting page: 205
ending page: 214
doi: 10.31849/utamax.v6i3.19839

English as a Coding Catalyst: Exploring Its Impact on Basic Programming Learning Outcome in Health Information Management
type: item
description: This study addresses a critical gap in Health Information Management (HIM) education by exploring the relationship between English proficiency and basic programming learning outcomes, an area that has been underexplored despite the English-based nature of programming languages. Given that HIM professionals are increasingly expected to possess programming skills, understanding the role of English ability in this context is essential. A correlational research design was employed to examine this relationship, with statistical analysis including descriptive computations (mean, mode, median, variance, and standard deviation). Normality tests revealed non-normal data (p = 0.018), while linearity was confirmed (p = 0.154). The Spearman’s Rho correlation test indicated no significant correlation between English ability and basic programming learning outcomes (p = 0.174). Although no direct correlation was found, the study highlights the pivotal role that English still plays in programming education, particularly through English for Specific Purposes (ESP) courses, which remain essential in vocational higher education. These findings contribute to a better understanding of the factors influencing programming education in HIM programs, offering valuable insights for curriculum development and teaching strategies. The results suggest that while English proficiency may not directly impact programming success, its integration into the curriculum is still important for fostering digital competence. In a broader context, this study has implications for refining HIM education, enhancing pedagogical approaches, and strengthening student support services, ultimately contributing to the development of healthcare professionals who are both digitally literate and linguistically adept.
subject: Articles
  topic: section
subject: Basic programming
  topic: keywords
subject: Coding catalyst
  topic: keywords
subject: English ability
  topic: keywords
subject: Health information management
  topic: keywords
subject: Learning outcome
  topic: keywords
creator: Erna Adita Kusumawati
creator: Trismianto Asmo Sutrisno
creator: Wengker Wengker
rights: Copyright (c) 2024
date: 2024-12-04
publication date: 2024-12-04
starting page: 189
ending page: 204
doi: 10.31849/utamax.v6i3.20420

Cross-Cultural Adaptation in Exchange Programs: Sociocultural Challenges for Students and How to Deal with Them
type: item
description: The study addresses the gap in understanding high school exchange students' communication challenges in cross-cultural settings, focusing specifically on Indonesian students in the United States. Unlike existing literature that emphasizes higher education students, this research uniquely explores sociocultural adaptation at the high school level, particularly communication barriers that are often overlooked. Using purposive sampling, six high school students who completed a one-year exchange program in the U.S. were interviewed. Semi-structured interviews enabled a thematic analysis grounded in Braun and Clarke's framework, providing a nuanced view of the students' adaptation process. Findings reveal that participants encountered significant culture shock, stemming from differences in punctuality, etiquette, direct communication, and cultural norms such as part-time work, religious observances, and addressing teachers informally. Linguistic barriers, especially around vocabulary and pronunciation, were intensified by psychological factors like anxiety and self-doubt. Furthermore, non-verbal cues such as eye contact and personal space highlighted distinct communication expectations between Indonesian and American cultures. To navigate these challenges, students adopted coping strategies including assimilation of local customs, proactive communication, and community support. This study’s insights have broader implications for enhancing exchange programs by incorporating targeted support systems that address the communication and adaptation needs of younger students, potentially improving intercultural competence and easing the transition for future exchange participant.
subject: Articles
  topic: section
subject: the United States
  topic: keywords
subject: Exchange programs
  topic: keywords
subject: Sociocultural challenges
  topic: keywords
subject: Indonesian students
  topic: keywords
subject: Educational Dynamics
  topic: keywords
creator: Novalia Tanasy
creator: Nuraeni Nuraeni
creator: Sitti Aisyah
creator: Muhammad Ali
creator: Musfirah Ishaq
rights: Copyright (c) 2024
date: 2024-11-28
publication date: 2024-11-28
starting page: 178
ending page: 188
doi: 10.31849/utamax.v6i3.21875

Who Am I in the Classroom? The Influence of Self-Identity Status on Academic Achievement
type: item
description: The concept of self-identity has been a central theme in research for centuries, exploring the fundamental question of what defines an individual over time. This quantitative study aimed to explore the relationship between self-identity status and academic achievement among 155 senior high school students at the Philippine International School-Qatar, utilizing a stratified random sampling technique. The findings indicated that while the majority of students were performing well academically and had explored various aspects of their personal identity, they were still in a transitional phase of identity development. This suggests that even though students may demonstrate strong academic abilities, their sense of self is still evolving and has not yet fully crystallized. Furthermore, when students were grouped according to their grade level or academic strand, no significant relationship was found between self-identity status and academic achievement. This lack of a clear connection suggests that academic performance may be influenced by other factors, such as teaching methods, external support systems, or individual life circumstances, rather than by self-identity alone. However, a significant relationship emerged when students were grouped by gender, suggesting that gender may influence how self-identity and academic achievement intersect. The study recommends that future research further examine the specific impacts of each identity status on students' academic performance.
subject: Articles
  topic: section
subject: Academic performance
  topic: keywords
subject: Identity development
  topic: keywords
subject: Psychological factors
  topic: keywords
subject: Educational achievement
  topic: keywords
subject: Social identity
  topic: keywords
creator: Brayn Biazon
creator: Camille Jone Miclat
creator: Enzo Gabriel Gomera
creator: Jose Nathaniel Bautista
rights: Copyright (c) 2024
date: 2024-11-29
publication date: 2024-11-29
starting page: 167
ending page: 177
doi: 10.31849/utamax.v6i3.19745

E-Learning for Sport Science Education: Importance and Mapping Analysis through a Big-Scale Survey
type: item
description: In the evolving landscape of sports science education, the integration of e-learning has become a pivotal element for enhancing the educational experience. This study aims to dissect the impact of various external factors, including the use of social media, perceived usefulness, perceived ease of use, playfulness, attitude towards use, and intention to use, on the adoption of e-learning among sports students. Employing a quantitative research design, this cross-sectional survey engaged 922 active sports education students from a total pool of 1,072, using a comprehensive questionnaire to gather data. The Partial Least Squares Structural Equation Modeling (PLS-SEM) was utilized for hypothesis testing and data analysis, focusing on instrument quality, data normality, and analysis model quality. The findings illuminate the significant influence of social media usage on the perceived ease of use and usefulness of e-learning, validating nine out of eleven hypotheses. A novel discovery of this research is the elucidation of social learning effects, indicating that sports students, who are frequent users of social media platforms like WhatsApp, Facebook, and Instagram, exhibit enhanced familiarity and interaction with digital technology, facilitating their mastery and understanding of e-learning platforms. Furthermore, the study underscores the role of social media as a supportive tool for information exchange and overcoming e-learning challenges among peers. Implications of this study are manifold, offering valuable insights for educational institutions and policy-makers to leverage social media in promoting e-learning adoption, focusing on improving usability and accessibility for students. This research contributes to the broader discourse on e-learning in sports science education, providing a foundation for future explorations into the integration of technology in educational practices.
subject: Articles
  topic: section
subject: E-learning
  topic: keywords
subject: Social learning effects
  topic: keywords
subject: Social-media
  topic: keywords
subject: Sports science
  topic: keywords
subject: Technology in education
  topic: keywords
creator: Boy Indrayana
creator: Sukendro Sukendro
creator: Atri Widowati
creator: Ugi Nugraha
creator: Nur Melansari
creator: Alexsander Yandra
rights: Copyright (c) 2024
date: 2024-07-19
publication date: 2024-07-19
starting page: 82
ending page: 96
doi: 10.31849/utamax.v6i2.16389

Creative Thinking Skills: Project Based Learning (PjBL) in the Media and Learning Resources Development Course
type: item
description: This study uniquely explores the enhancement of students' creative thinking skills through the application of Project-Based Learning (PjBL) in media and learning resource development courses, addressing a critical gap in contemporary educational methodologies. The research employed a quasi-experimental design at Almuslim University within the Basic Education Study Program (PGSD). The sample included 3rd semester PGSD students, with 29 students in the experimental group (class 3f) and 29 in the control group (class 3e), selected using purposive sampling. Utilizing a Posttest Only Control design, data were collected through observation and tests. Validity was ensured through content and empirical checks, and data analysis involved normality, homogeneity tests, and hypothesis testing using SPSS 23.0 software. The findings indicate a significant improvement in students' creative thinking skills as a result of implementing the PjBL model in media and learning resource development courses. The experimental group demonstrated enhanced critical thinking, creativity, and problem-solving abilities compared to the control group. These results underscore the efficacy of PjBL in fostering essential 21st-century skills among students. The structured, hands-on approach of PjBL not only engages students actively but also encourages collaborative learning and innovative thinking. The application of PjBL in media and learning resource development courses significantly enhances students' creative thinking skills. This study's implications extend to broader educational contexts, suggesting that integrating PjBL can effectively prepare students for future challenges by promoting critical, creative, and collaborative skills essential for success in a rapidly evolving world.
subject: Articles
  topic: section
subject: Creative thinking skills
  topic: keywords
subject: Educational methodologies
  topic: keywords
subject: Learning resources
  topic: keywords
subject: Media development
  topic: keywords
subject: Media Development
  topic: keywords
subject: Project-Based Learning (PjBL)
  topic: keywords
creator: Nanda Safarati
creator: Fatma Zuhra
creator: Novi Sari Liani
rights: Copyright (c) 2024
date: 2024-07-30
publication date: 2024-07-30
starting page: 97
ending page: 107
doi: 10.31849/utamax.v6i2.19620

Boosting 21st Century Skills: Project-Based Microteaching’s Impact on Communication and Collaboration in Biology Education
type: item
description: This study uniquely addresses the gap in preparing prospective biology teachers for 21st-century education by integrating Project-Based Learning (PjBL) into microteaching. The research investigates the impact of this innovative approach on enhancing essential skills such as communication and collaboration. Utilizing a quantitative one-group pretest-posttest design, data was collected from 34 students out of a population of 109 through random sampling, employing questionnaires and interviews. The analysis, conducted using t-tests, revealed a significant improvement in both communication and collaboration skills, with collaboration showing a higher influence. These findings underscore the efficacy of PjBL in fostering these competencies, which are critical for modern educational environments. The implications of this study suggest that optimizing project design, providing robust support and guidance from educators, ensuring resource availability, focusing on continuous evaluation, and offering targeted training for educators are vital for the successful implementation of PjBL-based microteaching. This approach not only enhances the pedagogical skills of prospective teachers but also aligns with the broader educational goal of developing well-rounded, competent educators equipped to meet the challenges of contemporary classrooms. The study's results contribute valuable insights for educational policy and curriculum development, emphasizing the need for innovative teaching methodologies to prepare future educators effectively.
subject: Articles
  topic: section
subject: Microteaching
  topic: keywords
subject: Project based learning
  topic: keywords
subject: Communication collaboration
  topic: keywords
subject: Biology education
  topic: keywords
subject: Biology teachers
  topic: keywords
creator: Ali Sadikin
creator: Muhammad Rusdi
creator: Muhammad Haris Effendi Hasibuan
creator: Jodion Siburian
rights: Copyright (c) 2024
date: 2024-07-31
publication date: 2024-07-31
starting page: 135
ending page: 143
doi: 10.31849/utamax.v6i2.20243

Navigating Cultural Bridges: Enhancing Intercultural Competence through Democratic Dialogue in Elementary Education
type: item
description: This study explores the unique approach of utilizing democratic dialogue to enhance intercultural competence and cultural literacy among elementary school students in Merauke Regency, addressing a critical gap in the literature on effective methodologies for fostering these competencies in young learners. The research employs a pre-experimental design with pre-test and post-test measurements involving 20 purposively sampled students, using a 21-item questionnaire to assess empathy, inclusion, and tolerance. Findings reveal significant increases in these competencies, with inclusion showing the highest improvement (1.5 points), followed by empathy and tolerance (each 1.3 points). The results underscore the effectiveness of democratic dialogue in creating a more inclusive and empathetic classroom environment by promoting openness and acceptance among students from diverse cultural backgrounds. However, the study acknowledges limitations, including the small sample size and lack of a control group, suggesting that further research with larger and more diverse samples is necessary to validate these findings. The implications of this study extend beyond the immediate educational context, proposing democratic dialogue as a powerful tool for cultivating global citizenship and empathy, thereby contributing to the broader goal of fostering intercultural understanding in an increasingly interconnected world.
subject: Articles
  topic: section
subject: Cultural literacy
  topic: keywords
subject: Democratic dialogue
  topic: keywords
subject: Intercultural competence
  topic: keywords
subject: Empathy
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Tolerance
  topic: keywords
subject: Elementary education
  topic: keywords
creator: Sri Winarsih
creator: Marni Bawawa
creator: Arin Mantara Anggawirya
rights: Copyright (c) 2024
date: 2024-07-31
publication date: 2024-07-31
starting page: 144
ending page: 152
doi: 10.31849/utamax.v6i2.19593

Philological Insights in Qur'an and Tafsir Education: A Framework for Developing Teaching Materials
type: item
description: This research explores the potential for integrating philological methods into the development of the Quran's teaching material and manuscript-based interpretations. The study aims to compile in-depth and authentic educational material using ancient manuscripts as primary sources. The methods used included textual and contextual analysis of the manuscripts of the Qur'an and interpretations of the classical period, which were chosen through a rigorous curation process. The results of this study show that the integration of philology not only enriches the content of the teaching material but also improves the student's conceptual and historical understanding of classical texts. Furthermore, this article discusses the challenges and solutions in translating and adapting the contents of manuscripts into pedagogical formats suitable for modern classrooms. This research has made important contributions to the teaching methods of the Qur'an and to a more dynamic and historical evidence-based interpretation.
subject: Articles
  topic: section
subject: Digital humanities
  topic: keywords
subject: Historical context
  topic: keywords
subject: Philology
  topic: keywords
subject: Qur'anic manuscripts
  topic: keywords
subject: Tafsir education
  topic: keywords
subject: Teaching materials development
  topic: keywords
subject: Textual analysis
  topic: keywords
creator: Shofaussamawati Shofaussamawati
creator: Aziizatul Khusniyah
creator: Enggelina Oka Setyaningsih
creator: Muhammad Kuzairi
rights: Copyright (c) 2024
date: 2024-07-31
publication date: 2024-07-31
starting page: 153
ending page: 166
doi: 10.31849/utamax.v6i2.20273

Implementation of the Independent Curriculum in Indonesian Language Learning Based on Local Wisdom through P5 Project
type: item
description: The uniqueness of this study lies in its exploration of the Merdeka Curriculum's Project for Strengthening the Pancasila Student Profile (P5) and its integration of local wisdom in Indonesian language learning. This research addresses the gap in understanding how this curriculum shift impacts character education by focusing on practical implementation in elementary schools. The primary objectives are to investigate the methods schools use to incorporate local wisdom into Indonesian language learning and to identify obstacles encountered in this process. Using purposive sampling, data were collected through surveys and interviews with educators and students, and analyzed using descriptive statistical methods and qualitative coding. Findings from three schools indicate successful implementation of the P5 project, which not only enhances students' competencies but also fosters their development as Pancasila students, reflecting values such as mutual cooperation, global diversity, and creativity. Despite encountering challenges such as limited resources and varying levels of understanding among educators, the study highlights effective practices and the crucial role of community and parental involvement. The implications of this study suggest that integrating local cultural values into the curriculum can significantly enrich character education, ensuring students are better equipped to navigate and contribute positively to a globalized world while preserving their national identity. This research underscores the importance of continuous support and collaboration among educators, parents, and policymakers to optimize the benefits of curriculum innovations like the P5 project.
subject: Articles
  topic: section
subject: Independent curriculum Indonesian Language Learning Local Wisdom Character Education Educational Challenges
  topic: keywords
subject: Independent curriculum
  topic: keywords
subject: Indonesian language learning
  topic: keywords
subject: Local wisdom
  topic: keywords
subject: Character education
  topic: keywords
subject: Educational challenges
  topic: keywords
creator: Urip Umayah
rights: Copyright (c) 2024
date: 2024-07-31
publication date: 2024-07-31
starting page: 123
ending page: 134
doi: 10.31849/utamax.v6i2.20159

Leveraging Technology in Education: The Impact of Gitmind Mindmapping on Social Studies Learning
type: item
description: This study uniquely examines the impact of globalization on education in Indonesia, specifically focusing on the integration of technology into learning environments. In light of the increased use of technology, many students are experiencing decreased concentration and interest in learning due to its excessive and uncontrolled use. Additionally, a significant number of teachers and lecturers exhibit low technological literacy, resulting in the continued use of outdated teaching methods. Utilizing a descriptive quantitative methodology with a simple random sampling technique, the research involved 125 Social Science students from the 2021 cohort at the Jakarta State Islamic University. Data were collected through Google Form questionnaires post-Final Semester Examination, along with observations and literature reviews, and analyzed using SmartPLS software. The findings revealed that integrating the mind mapping method via the Gitmind application significantly enhanced students' learning outcomes in Social Studies, highlighting the need for updating learning media, methods, and strategies to align with technological advancements. This study underscores the critical need for educational reform in Indonesia, advocating for a transition from traditional teaching practices to more innovative, technology-driven approaches. The successful use of Gitmind suggests that such tools can substantially improve student engagement and learning efficacy. The implications of this research extend beyond the Social Science curriculum at Universitas Islam Negeri Jakarta, proposing that similar technological integrations could benefit various subjects and disciplines across other universities. This contribution to educational development underscores the importance of creative and effective learning approaches suitable for the digital era, potentially serving as a model for broader educational reforms.
subject: Articles
  topic: section
subject: Gitmind
  topic: keywords
subject: Mind mapping
  topic: keywords
subject: Social science education
  topic: keywords
subject: Student engagement
  topic: keywords
subject: Technological literacy
  topic: keywords
creator: Raza Syarif Hidayatullah
creator: Zaharah Zaharah
rights: Copyright (c) 2024
date: 2024-07-30
publication date: 2024-07-30
starting page: 108
ending page: 122
doi: 10.31849/utamax.v6i2.21057