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All Journal EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya JEET (Journal of English Education and Technology Edukasia: Jurnal Pendidikan dan Pembelajaran Empowering Humanity
Imam Nur Aziz
Universitas Kiai Abdullah Faqih Gresik
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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A Bibliometric Analysis Of The Fragmented Nexus Between Pedagogical Competence, Mindfulness, And Teacher Burnout (2015–2025) Nur Iffah Qoyyumillah; Imam Nur Aziz; Nashrullah
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol. 9 No. 1 (2026): Edu-Religia: Jurnal Keagamaan dan Pembelajarannya
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edu-religia.v9i1.12446

Abstract

Teacher burnout has escalated from an occupational hazard to a systemic crisis globally, threatening educational sustainability in the post-pandemic era. While pedagogical competence and mindfulness are widely recognized as vital protective factors, (Gap) existing literature remains fragmented, often treating technical teaching skills and psychological well-being as isolated domains rather than synergistic mechanisms. This study aims to map the intellectual structure and thematic evolution of global research connecting teachers' pedagogical competence, mindfulness, and burnout prevention. Employing a bibliometric approach, metadata from Scopus-indexed articles published between 2015 and 2025 were analyzed using VOSviewer to visualize publication trends, co-authorship networks, and keyword co-occurrences. The results reveal a "symptom-centric" landscape dominated by Western institutions, yet characterized by weak cross-national collaboration. Crucially, the keyword analysis exposes a conceptual dichotomy: while "burnout" dominates as the central node, "mindfulness" (psychological) and "pedagogical competence" (technical) exist in disconnected clusters, indicating a lack of integrative research. These findings suggest an urgent need for "Integrated Professionalism" frameworks. Educational policy must move beyond segregated interventions by embedding mindfulness practices directly within pedagogical development programs to foster holistic teacher resilience against future disruptions.
Developing a Learner-Centered International Class Model for Institutional Globalization: Multi-Site Evidence from Indonesian Universities Hamka Hamka; Imam Nur Aziz
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.2044

Abstract

This study addresses the persistent gap in empirically grounded, learner-centered models for international classes within Indonesian higher education, amid intensifying globalization demands. Despite policy pushes like Merdeka Belajar-Kampus Merdeka, prior research remains fragmented, overlooking integrated analyses of learning conditions, methods, and outcomes. Employing a qualitative multi-site design, we gathered data via classroom observations, semi-structured interviews, and document reviews from March to August 2023 across eight leading universities Airlangga, Gadjah Mada, Indonesia, and others involving 25 students, 8 lecturers, and program heads per site (total 200+ participants). Analysis followed Miles et al.'s interactive model (data reduction, display, verification) with triangulation for credibility. Findings indicate international classes foster diversity in nationality, socioeconomic backgrounds, ethnicity, cultural interactions, and academic mobility, while outperforming regular classes in facilities, English proficiency, student performance, and outcomes—yet reveal inconsistencies in consistent language use (70% Bahasa Indonesia-dominant) and innovative pedagogy (65% lecture-based). Participants view these practices as feasible and aligned with institutional goals. We propose a pioneering structured model integrating conditions (e.g., objectives, constraints), methods (collaborative, reflective), and outcomes (global competence), tailored for Indonesia. This framework advances fragmented studies, offering actionable strategies for universities to enhance competitiveness via MBKM and internationalization.
ESCALATION OF GLOBAL COMPETITIVENESS OF SONGKOK MSMES IN BUNGAH DISTRICT THROUGH ARTIFICIAL INTELLIGENCE (AI)-BASED DIGITAL MARKETING AND HALAL CERTIFICATION Imam Nur Aziz; Muhammad Shohib; Mohammad Majduddin; Muhammad Najib; Fitriya Fauzi
EMPOWERING HUMANITY Vol. 3 No. 2 (2025): Current Issues 6
Publisher : SMARTINDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58765/emhum.v3i2.384

Abstract

Bungah District is known as the center of the Songkok industry in Gresik Regency and has significant economic potential. However, the sustainability of this business faces serious challenges, including market stagnation due to low digital literacy and the absence of halal product assurance, which is now an absolute requirement for the global market. The inability to adapt to technology makes it difficult for local products to penetrate modern marketplaces. This community service program aims to enhance the global competitiveness of Songkok MSMEs by adopting Artificial Intelligence (AI) technology in marketing strategies and accelerating business legitimacy. The approach used is Community-Based Participatory Research (CBPR) integrated with the Participatory Learning and Action (PLA) method. This activity actively involved 30 Songkok artisans through stages of socialization, technical training in creating visual content with Canva AI, and assistance with registering SiHalal accounts. Program effectiveness was measured using comparative pre-test and post-test analysis. The results showed a significant increase in partners’ average understanding, rising from an initial score of 10% to 82.5% post-intervention. In addition to improving cognitive competence, this activity successfully produced tangible outputs, including 28 AI-based professional digital catalog designs, 30 active social media business accounts, and 30 draft documents for halal certification submissions under the self-declare scheme. The program concludes that integrating efficient AI technology with compliance with Sharia regulations effectively increases partners' self-efficacy to transform from traditional markets into a competitive, sustainable export ecosystem.
Improving Student’s Reading Comprehension in Recount Text by Using Concept Oriented Reading Instruction Imam Nur Aziz
JEET, Journal of English Education and Technology Vol. 4 No. 03 (2023): October 2023
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v4i03.125

Abstract

This research aims to improve the student’s reading comprehension in recount text by using Concept Oriented Reading Instruction strategy. The research was classroom action research (CAR). It is divided into pre-cycle, cycle I and cycle II. The writer used test, observation, and interview as the instrument of collecting data. Based on the results of test showed that there was an improvement of students achievement in reading recount text. The mean of pre-test was 47, 82 then, the mean of the first cycle was 56,95 and in the cycle II was 82,60. It indicated that the scores in each cycle was increased and the mean score of post-test in cycle II were better than the mean of the post-test of cycle I. Based on observation and interview showed that most of the students had improvement motivation in learning reading. Moreover, CORI strategy can improve the learning motivation and achievement especially in comprehending recount text. The finding shows an improvement in student’s reading comprehension through Concept Oriented Reading Instruction (CORI) strategy. Thus, it can be concluded that the Concept Oriented Reading Instruction can improve the reading comprehension in recount text.
Enhancing efficacy of Student’s Computational Thinking Abilities in Descriptive Writing towards problem-solving methods Imam Nur Aziz
JEET, Journal of English Education and Technology Vol. 6 No. 03 (2025): October 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v6i03.216

Abstract

The objective of this research is to conduct a scientific evaluation of problem-solving techniques in relation to students' computational thinking abilities and learning outcomes in descriptive writing. The problem statement asks what, if any, influence experimental problem-solving techniques have on both student learning outcomes and students' ability to employ computational thinking in the context of descriptive writing. Pre-test and post-test control groups were utilised in a quasi-experimental nonequivalent control group design study. A score of 0.74, or more than 0.050 (0.0740.050), is obtained using the One-Analysis Way ANOVA problem-solving approach for computational thinking and descriptive writing. Descriptive writing essay analysis and examining the link between computational 4.12 were both significantly impacted by the employment of problem-solving techniques in writing learning. Students that use problem-solving techniques in their writing are better able to arrange their thinking, organise their knowledge, and provide detailed descriptions. The conclusion is that incorporating computational thinking principles into writing instruction may be a successful strategy for getting students ready for a world that is becoming more computer dependent.
AI-Generated Personalized Feedback in EFL Writing: Effects on Revision Quality and Learner Engagement Imam Nur Aziz
JEET, Journal of English Education and Technology Vol. 7 No. 02 (2026): ICT Integration and Digital Innovation in Language Education
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v7i02.217

Abstract

The integration of artificial intelligence (AI) into language education has created new opportunities to provide timely, individualized feedback in second-language writing instruction. This study investigates the impact of AI-generated personalized feedback on EFL students’ writing development, revision behavior, and learner Engagement. Using a mixed-method quasi-experimental design, the study involved 120 undergraduate EFL students divided into an experimental group receiving AI-generated feedback and a control group receiving conventional teacher feedback. Data were collected through pre-test and post-test writing tasks, revision analysis, Engagement questionnaires, and semi-structured interviews. Quantitative analysis showed that students who received AI-generated feedback demonstrated greater improvement in writing performance, particularly in grammar accuracy and text organization. Students in the AI feedback group also performed more frequent and deeper revisions, including meaning-level revisions such as paragraph restructuring and argument development. Higher levels of cognitive Engagement and revision effort were also observed among students interacting with AI-generated feedback. Qualitative evidence further indicated that students perceived AI feedback as clear, immediate, and supportive for independent revision. These patterns indicate that AI-generated personalized feedback can serve as a pedagogical scaffold, encouraging reflective revision practices and greater learner Engagement in EFL writing classrooms. The study highlights the potential of AI-assisted feedback as a complementary tool that enhances both the process and outcomes of second language writing development.
Co-Authors Fitriya Fauzi Hamka Hamka Mohammad Majduddin Muhammad Najib Muhammad Shohib Nashrullah Nur Iffah Qoyyumillah