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All Journal Jurnal Wahana Pendidikan
Jeffri Dian Andika
Universitas Negeri Yogyakarta
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Classroom Evaluation of Deep Learning: Effects on Reading Comprehension among Seventh Graders in Indonesia Rozanah Katrina Herda; Margana Margana; Binar Winantaka; Jeffri Dian Andika; Syafruddin Syafruddin; Fauziyyah Mufida Suni; Mutiara Angelina Octavia Subekti; Bazilah Raihan Mat Shawal
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.22149

Abstract

In Indonesian instructional design, the principles of mindful, meaningful, and joyful learning have guided efforts to create engaging learning experiences in a deep learning nuance. Building on this foundation, deep learning has been increasingly recognized for its potential to strengthen students’ comprehension skills. This study assesses the effectiveness of a deep learning approach in enhancing reading comprehension among seventh-grade students in Indonesia and examines students’ perspectives on learning. Employing a quasi-experimental one-group pretest–posttest design, the study was conducted at a state junior high school with 32 students and included quantitative data from pretests and posttests, followed by qualitative data from semi-structured interviews with students and teachers. The quantitative results showed a significant improvement in reading comprehension, indicating that the deep learning approach effectively enhanced students’ reading performance. Qualitative findings supported this outcome, revealing increased student confidence and participation. These findings suggest that structured deep learning activities, combined with a supportive environment, foster greater student engagement and reading comprehension.
Investigating AI Usage in English Language Learning: Frequency, Preferences, and Perceived Effectiveness on Speaking and Writing Skills Jeffri Dian Andika; Karelina Natalya Andreevna; Rozanah Katrina Herda; Elina S Savitskaya; Fani Nabila Titania; Elizaveta Ivashova
Wahana Pendidikan Vol 12, No 2 (2025): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.18734

Abstract

Inspired by the different usage patterns, preferences, and perceived effectiveness of AI tools to support English productive skills, the study provides their comparative analysis among students in Indonesia and Russia. The study used a mixed-methods approach with a convergent parallel design to conduct the research.  While the researcher employed online questionnaires containing ordinal scales using Likert-type items to collect quantitative data, interviews with open-ended questions were used to get qualitative data. There are 175 students from each country as the research sample. The study results confirm that Russian students access AI weekly or monthly, and Indonesian students use AI tools daily. Students in both countries admit that chatbots and language learning apps are their preferred AI tools. In terms of perceptions, while Indonesian students consider AI a beneficial tool to support their writing, Russian students classify AI tools as a valuable companion in speaking. They also stated their neutrality due to excessive accuracy and dependency. To develop AI tools, students highlighted the essence of more tailored, interactive, and attainable features. In conclusion, although AI tools support English productive skills, there is a need to incorporate pedagogical guidance and ethical considerations in their implementation. 
Co-Authors Bazilah Raihan Mat Shawal Binar Winantaka Elina S Savitskaya Elizaveta Ivashova Fani Nabila Titania Fauziyyah Mufida Suni Karelina Natalya Andreevna Margana Margana Mutiara Angelina Octavia Subekti Rozanah Katrina Herda Rozanah Katrina Herda Syafruddin Syafruddin