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All Journal Indonesian EFL Journal Indonesian Journal of Learning and Instruction
Fahrus Zaman Fadhly
Department of English Language Education, Faculty of Teachers Training and Education, Universitas Kuningan, 45513, Indonesia
Languange, Linguistic, Communication & Media

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DISCOVERY LEARNING FOR DIGITAL READING: DESIGNING A CONSTRUCTIVE-RESPONSIVE MODEL AND ITS INSTRUCTIONAL IMPLICATIONS Ida Hamidah; Fahrus Zaman Fadhly; Siti Sa'diah
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i3.57

Abstract

The rise of digital reading in higher education has reshaped how students engage with texts, requiring critical navigation and evaluation of multimodal, non-linear information. Despite the growing complexity of digital texts, current instructional models often lack the responsiveness needed to support student comprehension in digital environments. Existing approaches are either too rigid or fail to integrate pedagogical strategies that account for digital reading challenges. This study aimed to design a Discovery Learning-based instructional model grounded in Constructive-Responsive principles to enhance digital reading skills among university students. Using a research and development approach, the study applied the 4D model—Define, Design, Develop, and Disseminate—with data collected through expert validation, field trials, and student feedback at four private universities in West Java, Indonesia. The resulting model integrates six stages of Discovery Learning with adaptive scaffolding, allowing students to explore digital texts actively while developing metacognitive regulation and critical evaluation skills. The model improved students’ comprehension, source evaluation, and digital navigation abilities. This instructional model addresses gaps in digital reading pedagogy by offering a flexible and student-centered framework. It holds potential for broad application in digital literacy instruction and may inform future curriculum and instructional design in higher education. 
PARENTAL AND LEARNER VOICES IN SCHOOL FINANCIAL MANAGEMENT: INSIGHTS FROM A RURAL KWAZULU-NATAL CASE STUDY Zakhele Dennis Nzuza; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Democratic school governance in South Africa mandates parental and learner participation in financial management through School Governing Bodies (SGBs). However, effective involvement in rural schools remains poorly understood. This study examined the nature and challenges of parent and learner participation in school financial management at a rural school in KwaZulu-Natal’s Umzinyathi District. A qualitative case study was employed, using semi-structured interviews with eight SGB members at a selected secondary school. Data were analysed thematically. Key challenges include unclear roles and responsibilities, insufficient financial skills among SGB members, a lack of formal financial policy guidelines, poor communication, and the exclusion of parents and learners from meaningful decision-making, leading to frustration and disengagement. Participation is largely symbolic rather than substantive, undermining accountability and transparent governance. To enhance financial governance, targeted capacity-building programmes, the development of clear school-based financial policies, and inclusive communication strategies are urgently needed to empower all SGB stakeholders.
Co-Authors Ida Hamidah Siti Sa'diah Zakhele Dennis Nzuza