Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal EDUJAVARE: International Journal of Educational Research GLENS: Global English Insights Journal
Dewa Putu Ramendra
Universitas Pendidikan Ganesha, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Fostering Higher-Order Thinking Skills through Deep Learning in EFL Classrooms: A Teacher’s Perspective Luh Putu Adi Sastrawati; Luh Putu Artini; Dewa Putu Ramendra
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1537

Abstract

The cultivation of Higher-Order Thinking Skills (HOTS) has emerged as a fundamental priority in modern education, particularly in the context of English as a Foreign Language (EFL) learning. Educational discourse increasingly emphasizes the need for learners to develop analytical, evaluative, and creative capacities that extend beyond the acquisition of linguistic knowledge. Within this framework, deep learning, conceptualized as a pedagogical approach that prioritizes meaningful understanding, inquiry, and active knowledge construction, is widely regarded as an effective pathway for enhancing cognitive engagement. Despite its theoretical appeal, empirical examinations of how deep learning facilitates HOTS in real classroom environments remain relatively scarce, especially when viewed through the lens of teachers’ experiences. This study adopted a qualitative descriptive methodology to investigate the enactment of deep learning practices in an EFL classroom at SMA Negeri 7 Denpasar. Data were obtained through classroom observations, semi-structured interviews with an English teacher, and analysis of instructional documents. Thematic analysis was employed to interpret recurring instructional patterns and cognitive processes. The findings reveal that deep learning strategies, including student-centered activities, inquiry-based questioning, collaborative interaction, and contextualized tasks, were associated with the development of HOTS. These results underscore deep learning’s potential to foster cognitively rich and reflective language learning experiences
From Reading Journal Articles to Research Synthesis: Pre-Service English Teachers' Development of Source-Based Academic Literacy Fadhlan Saini; Ni Made Ratminingsih; Ni Luh Putu Sri Adnyani; Ni Luh Putu Eka Sulistia Dewi; Dewa Putu Ramendra
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026 (In Press)
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.740

Abstract

This study examines how pre-service English teachers develop source-based academic literacy as they move from reading journal articles to writing research syntheses. Framed by the Academic Literacies Model, it employed a qualitative descriptive design involving twelve eighth-semester students in an English Education Study Program in Indonesia. Data were collected through semi-structured interviews, reading and synthesis tasks, reflective journals, annotated articles, synthesis matrices, and students’ written work, and were analysed using reflexive thematic analysis. The findings show that development was gradual, recursive, and uneven. Students initially read journal articles for text-level comprehension, focusing on vocabulary, structure, and isolated meanings, but struggled to relate sources, transform summaries into synthesis, and construct an academic voice. This summary–synthesis gap was shaped by limited strategies, uncertainty about academic authority, and fear of misrepresenting authors’ ideas. Synthesis matrices, purposeful annotation, concept mapping, peer discussion, and reflection supported more analytical source use. The study contributes an explicit pedagogical explanation of how research synthesis can be systematically scaffolded in academic writing and research courses as both an academic literacy practice and a professional competence in English teacher education.
Co-Authors Fadhlan Saini Luh Putu Adi Sastrawati Luh Putu Artini Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Sri Adnyani Ni Made Ratminingsih