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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH JEPAL (Journal of English Pedagogy and Applied Linguistics)
Katrin Pepita
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Other

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Fostering Critical Thinking through Digital Game-Based Learning: A Case Study Katrin Pepita; Sri Setyarini
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.28449

Abstract

Critical thinking is increasingly recognized as a vital skill for young learners in the twenty-first century. This qualitative case study investigated how online educational games fostered critical thinking in an eight-year-old English learner. Data were collected through participatory observation, semi-structured interviews, and screen recordings, and were analyzed thematically using Facione’s framework. The results indicate that game-based tasks activated several dimensions of critical thinking, particularly interpretation, analysis, inference, and evaluation, through interactive and meaningful engagement. The study also highlights the important role of adult scaffolding in supporting learners’ questioning, clarification, and reflective decision-making during gameplay. These scaffolds enabled the learner to connect prior schemas with new information and refine decisions. The study offers preliminary insights into how critical thinking in young learners may be understood from both cognitive and sociocultural perspectives within digital learning environments. In practice, the findings suggest that online educational games can support the development of critical thinking when accompanied by appropriate facilitation by teachers or parents. However, the study is limited by its single-case design; therefore, future research is recommended to investigate digital game-based learning and critical thinking across broader groups of participants and educational contexts.
Adapting Deep Learning in Practice: Insights from English Teachers’ Perceptions and Reflections on Professional Development Katrin Pepita; Rojab Siti Rodliyah
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.1839

Abstract

Professional development (PD) is widely recognized as a key mechanism for improving teacher quality and supporting curriculum reform. However, how teachers from different institutional contexts translate sustained PD into their teaching remains underexplored. This qualitative descriptive study investigated two Indonesian junior high school English teachers, one from a public school and one from a private school, who participated in a three-month blended PD program on deep learning pedagogy. Data were collected through semi-structured interviews and analyzed thematically. The findings show that the sustained, multi-stage PD program enabled both teachers to describe efforts to apply deep learning principles in their teaching through reflection, collaboration, and classroom experimentation. However, their experiences differed according to their institutional conditions, professional experiences, and individual beliefs. While the public-school teacher emphasized contextual and affective adaptation, the private-school teacher focused on systematic planning and collegial collaboration while facing different institutional constraints. These findings suggest that the effectiveness of sustained PD depends not only on program design but also on the institutional conditions in which teachers experience and implement new pedagogical practices. The study highlights the importance of context-sensitive PD that supports teachers in adapting curriculum reforms to their own teaching contexts.
Co-Authors Rojab Siti Rodliyah Sri Setyarini