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: Inclusive Learning Beyond Policy: Discursive and Pedagogical Realities in Selected Religious Primary Classrooms
items: Multimodal Verbal Representations of Environmental Pollution: How Students Construct Meaning through Local Wisdom
items: Effectiveness of GASING Training on Elementary Teachers’ Mathematics Competencies in Remote Indonesia
items: Digital-Based Indonesian Language Learning in Higher Education: A Review of Trends, Challenges, and Emerging Technologies
items: Leadership Communication, School Culture, and Teachers’ Organizational Commitment in Selected Islamic Secondary Schools
items: A Multi-Dimensional Review of Academic Learning Strategies in Indonesia: Pedagogical, Technological, and Institutional Factors
items: Development of QR Code Assisted Pop Up Book Based on Problem Based Learning (PBL) for Elementary School Mathematics
items: Phenomenological Insights Into Debate Based TBLT for Improving EFL Students’ HOTS
items: Consensus-Based Framework for Enhancing Academic Writing Pedagogy in Indonesian Higher Education
items: Multimodal Video Integration in Primary English Classrooms: Improving First-Grade Students’ Vocabulary Mastery
items: Listening Beyond the Text: Reframing Extensive Listening Through Digital Audiobooks in EFL Contexts
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: Mapping Research on Islamic Education in Higher Education: Insights from Recent Trends Analysis
items: Inclusive EdTech for Special Needs: Extended TAM Predicting Teachers’ Acceptance to Use Educational Games
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: AI-Generated Assignments: Lecturers’ Perspectives on Linguistic Integrity and Pedagogical Strategies in Higher Education
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: Multilingual Realities in ESP Context: Learner Perspectives on Effective ESP Pedagogy in Diverse Classrooms
items: Targeted Learning with Speaking Worksheets: Advancing Professional Communication Skills in EFL Higher Education
items: AI as Pedagogical Partner: ELT Teachers’ Strategies and Dilemmas in Everyday Classroom Use

Inclusive Learning Beyond Policy: Discursive and Pedagogical Realities in Selected Religious Primary Classrooms
type: item
description: Inclusive education continues to expand globally as a moral and pedagogical commitment to equitable participation; however, many mainstream schools still struggle to translate inclusive policy into sustainable classroom practice, particularly in institutions that adopt inclusion without formally established support systems. Addressing this underexplored gap, the present study investigates the discursive and pedagogical realities of combined classrooms in a selected religious primary school where students with special needs and regular students learn together within the same instructional environment. Employing a qualitative descriptive case study design, the research involved the principal, classroom and subject teachers, and students across primary grade levels. Data were collected through semi-structured interviews, structured classroom observations, and document analysis, and were analyzed thematically through triangulated coding procedures. The findings reveal that inclusive learning was implemented through adaptive yet predominantly reactive strategies, including simplified instruction, repetition, individualized guidance, flexible seating arrangements, and emotional support. Nevertheless, teachers continuously negotiated tensions between diverse learner needs and standardized curricular expectations, while institutional limitations, inconsistent early identification, linguistic barriers, and uneven parental engagement complicated classroom implementation. The study demonstrates that inclusion in this context operates as a hybrid and transitional practice in which educational access precedes systemic readiness. This study contributes to inclusive education scholarship by foregrounding the intersection of discourse, pedagogy, and institutional negotiation in non-formally inclusive religious schooling. More broadly, the findings underscore the urgency of language-sensitive pedagogy, structured teacher development, and integrated support systems to advance sustain…
subject: Articles
  topic: section
subject: Inclusive education
  topic: keywords
subject: Combined classrooms
  topic: keywords
subject: Inclusive pedagogy
  topic: keywords
subject: Teacher readiness
  topic: keywords
subject: School-family collaboration
  topic: keywords
subject: Educational accessibility
  topic: keywords
creator: Uly Dame Ria Ambarita
creator: Achmad Hufad
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-18
publication date: 2026-05-18
starting page: 127
ending page: 140
doi: 10.31849/wy8v3055

Multimodal Verbal Representations of Environmental Pollution: How Students Construct Meaning through Local Wisdom
type: item
description: Understanding environmental pollution and ecosystem degradation requires students not only to recognise environmental phenomena but also to articulate causal relationships through coherent scientific explanations. However, many students struggle to translate visual, graphical, and contextual information into structured verbal representations, limiting their ability to construct meaningful environmental concepts. While contextual and local wisdom–based learning has increasingly been promoted in science education, empirical evidence on how students develop verbal representations of environmental concepts within an ethnoecological framework remains limited. Addressing this gap, the present study investigates the initial profile of students’ verbal representation skills in constructing knowledge of environmental pollution and damage through an ethnoecological learning perspective. A qualitative descriptive design was employed involving 20 tenth-grade students from SMAN 16 Surabaya selected through purposive sampling. Data were collected using a verbal representation test designed to measure three indicators: abstraction, relation, and extension across multiple representation types, including visual–verbal, verbal–verbal, graphic–verbal, and mathematical–verbal forms. The findings indicate that students demonstrate the highest achievement in abstraction through visual–verbal representation (100%) and relatively strong performance in verbal–verbal abstraction (84%), suggesting that visual scaffolding effectively supports conceptual explanation. Conversely, lower performance in graphic–verbal tasks indicates difficulties in interpreting data relationships and expressing them through systematic verbal reasoning. These results highlight the critical role of multimodal representation in facilitating conceptual construction within environmental learning contexts. This study contributes novel empirical insight into students’ verbal representation profiles within ethnoecology-ba…
subject: Articles
  topic: section
subject: Multimodal learning
  topic: keywords
subject: Science literacy
  topic: keywords
subject: Environmental education
  topic: keywords
subject: Ethnoecological learning
  topic: keywords
subject: Local wisdom integration
  topic: keywords
creator: Nanda Tetuka
creator: Fida Rachmadiarti
creator: Winarsih Winarsih
creator: Endang Susantini
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 30
ending page: 42
doi: 10.31849/vta2qp62

Effectiveness of GASING Training on Elementary Teachers’ Mathematics Competencies in Remote Indonesia
type: item
description: Elementary school teachers in West Papua demonstrate critically low pedagogical competence in basic mathematics instruction, reflecting persistent educational disparities in eastern Indonesia. This study aims to measure the effectiveness of the Gampang, ASyik, and menyenaNGkan (GASING) method in improving teachers’ competence in teaching basic arithmetic operations. It is hypothesized that the GASING training program will significantly improve teachers’ pedagogical competencies across all five arithmetic domains, with larger gains among teachers with lower initial competencies. The research employed a quasi-experimental one-group pretest-posttest design with 40 elementary school teachers in South Manokwari who participated in an intensive three-week training (October 21 – November 8, 2025). The research instrument was a competency test measuring five domains: Bakal Kubagi concept, addition, multiplication, subtraction, and division. Data were analyzed using paired samples t-test with SPSS 27. The results showed significant improvements (p<.001) across all competency domains with very large effect sizes (Cohen’s d ranging from 2.32 to 5.21). The mean total score increased from 15.87±16.73 to 79.80±12.31 (gain=63.93±12.98). Eighty percent of teachers achieved the high improvement category (gain>50). A strong negative correlation (r=-.756, p<.001) between initial scores and improvement indicates an equity-enhancing effect. The research concludes that the GASING method is highly effective as a teacher empowerment model in disadvantaged areas, with important implications for professional development policies based on innovative and contextual pedagogy.
subject: Articles
  topic: section
subject: GASING method
  topic: keywords
subject: Teacher empowerment
  topic: keywords
subject: Pedagogical competence
  topic: keywords
subject: Professional development
  topic: keywords
subject: Disadvantaged areas
  topic: keywords
creator: Rita Yuana
creator: Achmad Hufad
creator: Yohanes Surya
creator: Mario Capestrano Gesiradja
creator: Yanti Shantini
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 68
ending page: 82
doi: 10.31849/wb4nsq39

Digital-Based Indonesian Language Learning in Higher Education: A Review of Trends, Challenges, and Emerging Technologies
type: item
description: Digital transformation has significantly influenced Indonesian language learning in higher education through the integration of ICT, digital platforms, and artificial intelligence (AI). However, existing studies remain fragmented, often focusing on specific technologies or isolated pedagogical practices without providing a comprehensive understanding of how digital learning is implemented in Indonesian language education. This gap highlights the need for a systematic review that synthesizes current evidence, identifies dominant trends, and examines emerging challenges in the context of rapid digital transformation. This study employed a Systematic Literature Review (SLR) guided by the PRISMA protocol to analyze empirical studies published between 2020 and 2026. Data were collected from Scopus and Google Scholar databases using predefined inclusion and exclusion criteria. From 300 initial records, 23 eligible studies were selected and analyzed through thematic coding and cross-study synthesis. The findings reveal five interconnected themes: digital learning strategies, ICT integration, language-specific pedagogy, digital literacy, and AI-based learning technologies. The review indicates that digital technologies tend to support engagement and language learning when combined with student-centered instructional design and adequate digital competence. Digital literacy also emerged as both a facilitator of learning participation and a source of inequality related to access and technological skills. In addition, AI-based tools provide opportunities for interactive and personalized learning while raising concerns regarding learner dependency and pedagogical control. This study proposes a holistic framework integrating pedagogy, technology, digital literacy, learner readiness, and AI in Indonesian language learning. The review is limited to higher education studies indexed in Scopus and Google Scholar. Future research should investigate longitudinal impacts of AI-supported …
subject: Articles
  topic: section
subject: Digital language learning
  topic: keywords
subject: Language education
  topic: keywords
subject: Bahasa Indonesia
  topic: keywords
subject: Higher education
  topic: keywords
subject: ICT integration
  topic: keywords
subject: Digital literacy
  topic: keywords
creator: Meyny Kaunang
creator: Gebriela Rumangu
creator: Ervita C. Tania
creator: Fitriani Fitriani
creator: Muh. Al Fachrizah Fitra
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-24
publication date: 2026-05-24
starting page: 141
ending page: 161
doi: 10.31849/4gnffs30

Leadership Communication, School Culture, and Teachers’ Organizational Commitment in Selected Islamic Secondary Schools
type: item
description: Educational institutions increasingly face challenges in sustaining teachers’ organizational commitment amid shifting professional expectations and institutional pressures, particularly within private and faith-based schooling contexts. Despite extensive research, prior studies tend to examine leadership, work environment, and school culture in isolation, with limited empirical integration of these variables within a unified structural model that also tests the mediating role of work motivation. Addressing this gap, the present study investigates the direct and indirect relationships among leadership style, work environment, school culture, work motivation, and teachers’ organizational commitment in Muhammadiyah senior high schools. Employing a quantitative explanatory design, data were collected from 72 teachers and analyzed using Structural Equation Modeling with the Partial Least Squares approach. The results indicate that leadership style and work environment significantly and positively influence organizational commitment, while school culture does not demonstrate a significant effect. In contrast, work environment and school culture significantly enhance work motivation, whereas leadership style shows no meaningful impact. Importantly, work motivation neither affects organizational commitment nor mediates the relationships between organizational factors and commitment. These findings reveal a structural distinction between professional motivation and institutional attachment, suggesting that commitment is shaped more directly by relational and environmental organizational experiences than by motivational mechanisms. The study offers theoretical refinement by challenging the assumed mediating role of motivation and contributes practical insights for educational leadership by emphasizing the importance of strengthening workplace conditions and participatory leadership to sustain teacher commitment in broader educational systems.
subject: Articles
  topic: section
subject: Leadership style
  topic: keywords
subject: Work environment
  topic: keywords
subject: School culture
  topic: keywords
subject: Work motivation
  topic: keywords
subject: Organizational commitment
  topic: keywords
creator: Siti Juwariyah
creator: Cristantius Dwiatmadja
creator: Indarto Indarto
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 83
ending page: 94
doi: 10.31849/ds8ww015

A Multi-Dimensional Review of Academic Learning Strategies in Indonesia: Pedagogical, Technological, and Institutional Factors
type: item
description: Educational transformation in Indonesia demands learning strategies that are not only effective, but also responsive to deep disparities in access, pedagogy, and institutional capacity. Yet the existing scholarship remains fragmented, typically examining self-regulated learning, technology integration, active pedagogy, or quality assurance as separate interventions rather than as interdependent forces within a broader educational ecosystem. Addressing this gap, this systematic literature review synthesizes 22 empirical studies published between 2020 and 2025 and analyzes academic learning strategies across primary, secondary, and tertiary education in Indonesia using the PRISMA-guided SLR approach. The review identifies five recurring and interconnected dimensions: self-regulated and metacognitive learning, digital and technology-enhanced learning, active and student-centered pedagogy, institutional and quality assurance strategies, and socio-emotional and motivational support. The findings show that self-regulated learning is the most dominant and consistently effective strategy for strengthening autonomy, self-efficacy, and academic performance, while digital innovation and institutional readiness act as critical enabling conditions for broader pedagogical improvement. However, the effectiveness of these strategies is strongly conditioned by contextual barriers, particularly teacher preparedness, infrastructural inequality, and persistent gaps between policy design and classroom practice. The originality of this study lies in its multi-dimensional IMRAD-based synthesis, which reframes academic learning strategies as an interconnected system operating across individual, instructional, and institutional levels. This study contributes a more holistic framework for research, policy, and practice, with wider implications for developing countries seeking equitable, context-sensitive, and sustainable educational reform.
subject: Articles
  topic: section
subject: Digital learning
  topic: keywords
subject: Learning strategies
  topic: keywords
subject: Multi-dimensional perspective
  topic: keywords
subject: Self-regulated learning
  topic: keywords
subject: Strategic planning
  topic: keywords
creator: Paula Audry Rombepajung
creator: Aicho Prilska Lumy
creator: Stenly Sedubun
creator: Rizqi Claudia Wardani
creator: Yapi Wongkar
creator: Fergina Lengkoan
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: 110
ending page: 126
doi: 10.31849/bbtkzs91

Development of QR Code Assisted Pop Up Book Based on Problem Based Learning (PBL) for Elementary School Mathematics
type: item
description: Mathematics learning at the elementary level, particularly in spatial geometry, still faces challenges in improving students’ conceptual understanding. These challenges are mainly related to students’ difficulties in visualizing three-dimensional objects and the limited variety of learning media used in classrooms. Previous studies have examined Pop Up Book media and QR Code–based learning separately; however, few have explored their integration within a structured Problem Based Learning (PBL) framework to enhance conceptual understanding, especially in geometry. This study aims to develop a QR Code–assisted Pop Up Book learning media based on the Problem Based Learning model for elementary mathematics learning. It employs a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The developed media was validated by three experts: a material expert, a media design expert, and a language expert. The implementation involved 55 fifth-grade elementary school students. Data were collected through observation, interviews, questionnaires, and learning outcome tests. The validation results showed Aiken’s V values ranging from 0.67 to 1.00, indicating high content validity. Students’ learning outcomes improved after using the media, as reflected in an N-Gain value of 0.79, categorized as high improvement. These findings demonstrate that integrating Pop Up Book visualization, QR Code–based digital resources, and the Problem Based Learning approach effectively enhances students’ conceptual understanding of spatial geometry, offering a more comprehensive and integrated instructional approach.
subject: Articles
  topic: section
subject: Interactive learning media
  topic: keywords
subject: mathematics education
  topic: keywords
subject: Multimedia learning
  topic: keywords
subject: Pop up book
  topic: keywords
subject: Problem based learning
  topic: keywords
subject: Qr code–assisted learning
  topic: keywords
creator: Suci Rahmadhani
creator: Neza Agusdianita
creator: Abdul Muktadir
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-01
publication date: 2026-05-01
starting page: 95
ending page: 109
doi: 10.31849/jy829947

Phenomenological Insights Into Debate Based TBLT for Improving EFL Students’ HOTS
type: item
description: In rapidly evolving 21st-century EFL education, fostering higher-order thinking skills has become a critical priority, yet many classrooms continue to rely on traditional, teacher-centered practices that offer limited cognitive challenge and minimal opportunities for analytical engagement. Addressing this pedagogical gap, the present study investigates how Task-Based Language Teaching empowered through debate activities can serve as an integrative pathway for enhancing learners’ HOTS within an EFL setting. Using a qualitative phenomenological design, data were generated through in depth semi structured interviews that elicited the lecturer’s narratives about task design, classroom enactment, and perceived learning outcomes. The interview transcript was analyzed using Braun and Clarke’s six phase thematic analysis to identify recurring patterns in strategies, challenges, and perceived impacts. The findings reveal that carefully scaffolded debate cycles, explicit modeling of argument structures, and sustained language support help students move from surface level participation toward more analytic reasoning, improved fluency, and greater confidence. At the same time, the lecturer reports constraints related to time, uneven language proficiency, and the need for institutional support. Overall, the study demonstrates that debate based TBLT can function as a powerful pedagogical space for integrating language development with higher order thinking. The results contribute phenomenological insights into lecturer agency in shaping cognitively challenging EFL tasks and offer implications for curriculum design, teacher professional development, and policy initiatives that seek to align EFL teaching with global demands for critical, reflective, and socially responsive graduates.
subject: Articles
  topic: section
subject: Critical reasoning
  topic: keywords
subject: Debate pedagogy
  topic: keywords
subject: EFL university students
  topic: keywords
subject: HOTS
  topic: keywords
subject: TBLT
  topic: keywords
creator: Cicih Nuraeni
creator: Sri Setyarini
creator: Pupung Purnawarman
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-30
publication date: 2025-11-30
starting page: 246
ending page: 259
doi: 10.31849/9yrvye14

Consensus-Based Framework for Enhancing Academic Writing Pedagogy in Indonesian Higher Education
type: item
description: Higher education increasingly depends on robust academic writing competence, yet many university students in multilingual and AI-mediated contexts continue to experience persistent difficulties that are not sufficiently addressed by existing pedagogical models. Responding to the absence of a unified, consensus-based framework that integrates feedback literacy, process-oriented pedagogy, affective support, and institutional structures in the Indonesian context, this study employed a three-round Delphi method to elicit and refine expert perspectives on academic writing pedagogy. A purposive sample of fifteen EFL scholars, writing instructors, and curriculum designers from Indonesian universities completed iterative rounds of open-ended questioning and Likert-scale rating, with consensus determined using median scores and interquartile ranges. The findings reveal four core challenges, namely limited feedback literacy, surface-level and product-oriented instruction, affective barriers such as low confidence and anxiety, and fragmented mentoring systems. Experts reached strong consensus on the need for systematic feedback literacy training, the adoption of process-based and technology-supported writing instruction, explicit affective and motivational scaffolding, and institutional mechanisms such as writing centers and structured mentoring. The study culminates in a Consensus-Based Pedagogical Framework that positions academic writing as a cognitive, social, and emotional practice rather than a purely linguistic product. This framework offers a practical roadmap for curriculum developers, policymakers, and instructors, while also contributing to wider debates on the decolonization and digital transformation of academic writing in Global South higher education systems.
subject: Articles
  topic: section
subject: Academic writing
  topic: keywords
subject: Delphi method
  topic: keywords
subject: Higher education
  topic: keywords
subject: Writing instruction
  topic: keywords
subject: Genre-based teaching
  topic: keywords
creator: Fahrus Zaman Fadhly
creator: Dadang Solihat
creator: Marwito Wihadi
creator: Nur Fathiyya Zahira Mujahidah
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-30
publication date: 2025-11-30
starting page: 260
ending page: 271
doi: 10.31849/etxn0n46

Multimodal Video Integration in Primary English Classrooms: Improving First-Grade Students’ Vocabulary Mastery
type: item
description: Early language learning increasingly relies on rich multimodal input to stimulate vocabulary growth and literacy development in young learners, yet systematic evidence on structured video-based vocabulary instruction in Indonesian primary EFL classrooms remains limited. Addressing this gap, this classroom action research examined how vocabulary videos enhance first-grade students’ vocabulary mastery in a private elementary school in Bali. Twenty-two learners participated, with nine low-achieving students receiving focused support. Following two cycles of the Kemmis and McTaggart model, data were gathered through observations, interviews, worksheets, and post-tests. The intervention integrated animated vocabulary videos, guided pronunciation, muted-video guessing tasks, translation scaffolding, and scaffolded writing, complemented by parental involvement through home practice activities. Results revealed consistent improvement, with mean scores increasing from 85.13 in Cycle 1 to 88.60 in Cycle 2, and all target students surpassing the minimum competency benchmark. Qualitative findings indicated heightened motivation, confidence, independent recall, and digital learning habits. The study demonstrates that multimodal video-supported routines, when implemented reflectively and paired with writing and retrieval tasks, foster both receptive and productive vocabulary skills in beginning EFL learners. This work contributes empirical evidence on early digital-media integration in Indonesian EFL settings and underscores the pedagogical value of combining classroom multimedia exposure with guided home engagement. In a wider context, the findings suggest that curriculum designers and early-grade educators should integrate structured video-based vocabulary instruction to support young learners’ foundational language, literacy, and responsible technology habits.
subject: Articles
  topic: section
subject: multimodal
  topic: keywords
subject: vocabularies video
  topic: keywords
subject: english literacy
  topic: keywords
subject: english digital
  topic: keywords
creator: Kadek Sintya Dewi
creator: Ni Nyoman Padmadewi
creator: Luh Putu Artini
creator: Ni Luh Putu Sri Adnyani
creator: Nyoman Sugihartini
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 1
ending page: 13
doi: 10.31849/kh6a1v82

Listening Beyond the Text: Reframing Extensive Listening Through Digital Audiobooks in EFL Contexts
type: item
description: Listening instruction in EFL contexts frequently privileges short, test-oriented audio materials, limiting opportunities for sustained exposure and learner autonomy. While extensive listening has been proposed as a fluency-building approach, its implementation often remains under-supported and narrowly audio-based. Although audiobooks have been explored in reading-while-listening research, their potential to reconceptualize extensive listening as a multimodal, strategy-driven practice remains insufficiently examined. This mixed-method case study investigates how digital audiobooks reshape extensive listening practices in an Indonesian undergraduate EFL classroom. Twenty-five second-semester students participated in a semester-long audiobook-integrated course. Questionnaire results (20-item Likert scale) reveal strong metacognitive engagement, with repetition as the most frequent strategy (M = 67.6%), followed by transcript-supported listening (M = 64.1%), strategy use awareness (M = 63.5%), accent recognition development (M = 62.1%), and playback control utilization (M = 62.1%). However, confidence without textual scaffolding remained moderate (M = 51.7%), indicating transitional listening independence. Thematic interview findings further demonstrate initial accent-related difficulty, followed by increased emotional immersion, vocabulary noticing, and sustained listening motivation. The study reframes extensive listening as a multimodal, self-regulated process in which digital audiobooks function not merely as input sources but as tools for fostering strategic processing, affective engagement, and learner autonomy. By positioning audiobooks within contemporary theories of metacognitive listening and multimodal input, this research contributes to expanding extensive listening pedagogy and offers implications for digitally mediated language instruction in higher education EFL settings. terms, which reviewers will expect given your powerful title.
subject: Articles
  topic: section
subject: Extensive listening
  topic: keywords
subject: Digital audiobooks
  topic: keywords
subject: Self-Regulated learning
  topic: keywords
subject: Learner autonomy
  topic: keywords
subject: Higher education
  topic: keywords
creator: Farah Sukmawati Wahidah
creator: Januarius Mujiyanto
creator: Dwi Rukmini
creator: Katharina Rustipa
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 43
ending page: 56
doi: 10.31849/8emtjp12

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

Mapping Research on Islamic Education in Higher Education: Insights from Recent Trends Analysis
type: item
description: This study investigates the evolving landscape of Islamic education in higher education by conducting a comprehensive bibliometric analysis of 801 Scopus-indexed documents published between 2015 and 2024, aiming to map publication growth, leading contributors, and emerging research themes. Using VOSviewer and Bibliometrix for data visualization and performance analysis, the study identifies a remarkable 453 percent rise in publication output, from 30 documents in 2015 to 166 in 2024, demonstrating a significant surge in scholarly interest. Indonesia emerges as the most productive country with 43.5 percent of total publications, followed by Malaysia at 18 percent and Iran at 11 percent, while English dominates as the primary language of dissemination at 92.6 percent. The analysis reveals strong research concentrations in Social Sciences and Arts and Humanities, accounting for over 65 percent of publications, yet indicates growing interdisciplinary engagement with fields such as Medicine, Computer Science, and Business. Trend and co-occurrence analyses highlight the emergence of gender, public health, digital learning, and artificial intelligence as influential themes, particularly in post-pandemic years. The findings underscore the increasing global relevance of Islamic education research while revealing underexplored domains such as environmental sustainability, technological innovation, and cross-regional collaboration beyond Southeast Asia and the Middle East. This study provides a data-driven foundation for future research agendas, encouraging broader methodological diversity, stronger international partnerships, and deeper exploration of how Islamic education can address contemporary global challenges across academic and societal contexts.
subject: Articles
  topic: section
subject: Islamic education
  topic: keywords
subject: Higher education
  topic: keywords
subject: Bibliometric analysis
  topic: keywords
subject: Trends analysis
  topic: keywords
subject: Global insight
  topic: keywords
creator: Amrun Saleh
creator: Awal Kurnia Putra Nasution
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-30
publication date: 2025-11-30
starting page: 213
ending page: 231
doi: 10.31849/syxtby87

Inclusive EdTech for Special Needs: Extended TAM Predicting Teachers’ Acceptance to Use Educational Games
type: item
description: Inclusive mathematics classrooms increasingly use digital games to support diverse learners, but adoption depends on teachers’ willingness to integrate them into everyday arithmetic instruction. Evidence from Indonesia is still limited, and most studies prioritize student views rather than teachers’ decision making in inclusive settings for students with special needs and neurodivergent profiles. This study examines teachers’ intention to use educational games through an extended Technology Acceptance Model integrating perceived usefulness, enjoyment, ease of use, facilitating conditions, teaching self-efficacy , and compatibility. An online survey of 188 inclusive elementary teachers across Indonesia, collected from August to October 2025, was analyzed using PLS SEM in SmartPLS with bootstrapping (5,000 subsamples). The model shows substantial explanatory power for behavioral intention (R2 = 0.793) and moderate explanation for perceived enjoyment (R2 = 0.530) and perceived usefulness (R2 = 0.496). Behavioral intention is positively predicted by perceived usefulness, enjoyment, facilitating conditions, teaching self-efficacy, and compatibility, while ease of use strengthens intention primarily through its strong effect on enjoyment and its effect on usefulness, supported by significant indirect pathways. These results highlight practical levers for scalable inclusive EdTech, namely designing games that fit classroom routines and curriculum demands, minimizing usability barriers, and strengthening implementation through infrastructure and targeted professional learning. The study contributes a teacher centered acceptance model for game-based arithmetic in inclusive education, extending TAM to a neurodiversity context and informing evidence driven design and policy for equitable learning.
subject: Articles
  topic: section
subject: Educational games Neurodivergent Arithmetic Mathematics teacher Technology Acceptance Model
  topic: keywords
subject: Educational games
  topic: keywords
subject: Neurodivergent
  topic: keywords
subject: Arithmetic
  topic: keywords
subject: Mathematics teacher
  topic: keywords
subject: Technology Acceptance Model (TAM)
  topic: keywords
creator: Vajra Vidya Kusala
creator: Lisana Lisana
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-30
publication date: 2025-11-30
starting page: 272
ending page: 289
doi: 10.31849/48atzb87

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

AI-Generated Assignments: Lecturers’ Perspectives on Linguistic Integrity and Pedagogical Strategies in Higher Education
type: item
description: The rapid proliferation of generative Artificial Intelligence (AI) tools in higher education has fundamentally reshaped academic writing practices while simultaneously raising serious concerns about academic and linguistic integrity. Within language education, this transformation creates a critical tension between technological efficiency and the preservation of authentic student learning. Addressing this emerging challenge, the present study investigates lecturers’ perspectives on AI generated assignments with particular attention to linguistic integrity and pedagogical responses in the TBI Study Program at Universitas Islam Negeri Sumatera Utara. Using a mixed methods design, the study combined a survey of 20 lecturers with semi structured interviews involving 10 purposively selected participants who regularly assess student assignments. Quantitative data were analyzed using descriptive statistics, while interview transcripts were examined through thematic analysis to identify patterns related to authenticity, assessment practices, and institutional support. The findings reveal that the majority of lecturers have encountered AI generated assignments that demonstrate high grammatical accuracy but frequently lack originality, critical engagement, and a recognizable student voice. Lecturers also reported growing concerns that excessive reliance on AI weakens students’ critical thinking and reflective learning processes. In response, educators employ strategies such as drafts, reflective commentaries, oral defenses, and multimodal assessments to emphasize learning processes rather than final products. The study also highlights the lack of clear institutional policies on AI use in assignments and shows how language educators navigate the tension between technological innovation and academic authenticity, informing the development of AI aware pedagogical frameworks and policies that safeguard linguistic integrity in higher education.
subject: Articles
  topic: section
subject: Academic integrity
  topic: keywords
subject: Artificial intelligence
  topic: keywords
subject: Higher education
  topic: keywords
subject: Lecturer perspectives
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Linguistic integrity
  topic: keywords
creator: Putra Thoip Nasution
creator: Widia Fransiska
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 14
ending page: 29
doi: 10.31849/h1yr9h06

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

Multilingual Realities in ESP Context: Learner Perspectives on Effective ESP Pedagogy in Diverse Classrooms
type: item
description: In an era where global communication increasingly depends on multilingual competence, ESP classrooms are no longer linguistically uniform spaces but dynamic sites of negotiation between languages, identities, and professional demands. Yet, despite this reality, ESP pedagogy continues to be shaped largely by monolingual assumptions that overlook how learners actively navigate multiple linguistic resources in meaning-making. Existing studies have predominantly focused on needs analysis and material design, with limited attention to learners’ situated voices in multilingual vocational contexts. Moreover, prior research has rarely extended extensive listening theory beyond traditional reading while listening paradigms, leaving a critical gap in understanding how listening-oriented meaning construction operates in multilingual ESP environments. Addressing this gap, the study adopts a mixed-method case study design involving 45 cadets at Politeknik Pelayaran Sulawesi Utara from diverse linguistic backgrounds. Data were collected through structured questionnaires and open-ended responses, analyzed using descriptive statistics and thematic analysis. Results show 70% of participants prefer bilingual instruction combining English and Indonesian, while 20% favor full English and 10% support inclusion of local languages. Regarding pedagogical preferences, Task-Based Learning (25%), Collaborative Learning (20%), and Role Play (18%) emerged as most effective approaches, whereas lecturing (5%) and grammar translation (10%) were less favored. Furthermore, 49% of students perceived the multilingual environment as supportive, 29% as neutral, and 22% as challenging. These findings position multilingualism as a pedagogical resource facilitated through translanguaging and interactive practices. The study contributes by advancing learner-centered ESP pedagogy and recontextualizing extensive listening within multilingual contexts, with implications for adaptive curriculum design, teacher …
subject: Articles
  topic: section
subject: English for specific purposes (ESP)
  topic: keywords
subject: Multilingualism in education
  topic: keywords
subject: Translanguaging pedagogy
  topic: keywords
subject: Learner-centered instruction
  topic: keywords
subject: Collaborative learning
  topic: keywords
subject: Second language acquisition (SLA)
  topic: keywords
creator: Jeihn Novita Chirstanty Budiman
creator: Nindy Nource Ganap
creator: Devilito Prasetyo Tatipang
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 57
ending page: 67
doi: 10.31849/w5cffj04

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

AI as Pedagogical Partner: ELT Teachers’ Strategies and Dilemmas in Everyday Classroom Use
type: item
description: Artificial Intelligence (AI) is rapidly reshaping English Language Teaching (ELT), yet what teachers actually do with AI in everyday classrooms is still poorly documented. Addressing this gap, this study examines how ELT teachers integrate AI as a pedagogical partner, the extent of its classroom use, and the dilemmas that accompany it. Using an explanatory sequential mixed methods design, survey data were first collected from thirty secondary and tertiary ELT teachers who already used AI tools, followed by in depth interviews with five purposively selected participants to explain and deepen the survey patterns. Descriptive statistics show moderately high levels of AI engagement, with reported classroom use ranging from about 60 to 95 percent, most teachers rating AI effectiveness at 4 or 5 on a five point scale, and challenge ratings clustering at 3 or above, indicating that benefits and barriers are experienced simultaneously. Thematic analysis of interview data reveals that teachers employ AI for AI assisted peer review, chatbot supported speaking tasks, data informed lesson planning, and real time language feedback that together enhance student participation and instructional efficiency. At the same time, teachers struggle with unequal access to devices and connectivity, limited institutional training, ethical concerns about data use and academic integrity, and the risk of student over reliance on AI. The study contributes a grounded, teacher centred account of AI integration in ELT and calls for sustained professional development, equitable infrastructure, and clear institutional guidelines so that AI can support more ethical, inclusive, and human centred language education.
subject: Articles
  topic: section
subject: Artificial intelligence (AI)
  topic: keywords
subject: English language teaching (ELT)
  topic: keywords
subject: Teacher strategies
  topic: keywords
subject: AI integration
  topic: keywords
subject: Pedagogical challenges
  topic: keywords
creator: Trully Christien Haenny Wungow
creator: Devilito Prasetyo Tatipang
creator: Fergina Lengkoan
creator: Syahrullah Syahrullah
creator: Meyny S. C. Kaunang
creator: St. Nur Aima Fatima
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-30
publication date: 2025-11-30
starting page: 232
ending page: 245
doi: 10.31849/wrs5az97