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All Journal JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Studies in English Language and Education
Ida Ayu Candrawati
Universitas Mahasaraswati Denpasar
Computer Science & IT Education

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CHALLENGES AND OPPORTUNITIES IN ONLINE ASSESSMENT: VOCATIONAL TEACHERS’ PERSPECTIVES ON PEDAGOGICAL TRANSFORM IN DIGITAL ERA Ida Ayu Candrawati; Ida Ayu Made Sri Widiastuti; Ida Bagus Nyoman Mantra
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Vol 10, No 4 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jipi.v10i4.9358

Abstract

This study examines the challenges and opportunities encountered by vocational high school teachers in implementing online assessments and how these experiences facilitate their pedagogical development. The research employed a qualitative phenomenological design, involving six vocational teachers from several disciplines who had administered online exams for a minimum of one academic year. Data were gathered via semi-structured interviews, document analysis, and a focus group discussion. Thematic analysis was employed to identify emerging patterns and meanings within the participants' stories. The results indicate that teachers initially encountered several obstacles, including insufficient technological proficiency, inadequate institutional support, and unequal access to digital resources among students.Notwithstanding these challenges, teachers have shown flexibility and ingenuity by formulating innovative assessment methods, including digital portfolios, performance-based activities, and interactive rubrics. These improvements promoted increased student autonomy and involvement, converting assessment into a learning-focused process rather than a simple evaluation task. Teacher collaboration developed as a vital element in surmounting challenges and maintaining professional development. The study indicates that online assessment functions as both a challenge and a driver of educational transformation. It underscores the necessity for ongoing professional development and institutional backing to improve teachers' digital literacy and reflective practices. The study implies that well-designed and adequately supported online assessments can foster genuine learning and professional rejuvenation in vocational education.
EFL pre-service teachers’ AI literacy and metacognitive awareness in English language teaching I Gde Putu Agus Pramerta; Ida Ayu Made Sri Widiastuti; Ni Made Ratminingsih; Ida Ayu Candrawati; Dewa Sang Made Widiantara
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1647

Abstract

Artificial Intelligence (AI) is increasingly reshaping English language teaching (ELT) and engaging with AI in pedagogically meaningful, ethical, and reflective ways. This study investigates English as foreign language (EFL) pre-service teachers’ perspectives on AI literacy and metacognitive awareness (MA) in the context of ELT. It explores how they understand and use AI tools in pedagogical practice. A mixed methods approach was employed, involving a survey of 225 respondents who completed the online questionnaire via Google Forms and a semi-structured interview with 20 participants to gain comprehensive insights into their perceptions and experiences. The quantitative findings reveal strong agreement that AI plays a role in providing flexible, effective, efficient, and personalized learning. However, neutral stances were highlighted regarding their understanding of different types of AI tools and their ability to distinguish between generative and non-generative AI, indicating a gap in their AI literacy. Also, the participants agreed on their MA in using AI, particularly in evaluating benefits and risks, determining appropriate AI use, and aligning AI tools integration with the learning objectives. Qualitative data further highlight opportunities such as skill development, learning autonomy, and AI support, while also addressing concerns about overdependence, a decline in critical thinking, ethical issues, and administrative workload. The study highlights the importance of integrating AI literacy and MA into the teacher education curriculum to foster not only proficiency with AI tools but also ethical, critical, pedagogically contextual, and meaningful AI integration in ELT.
Co-Authors Dewa Sang Made Widiantara I Gde Putu Agus Pramerta Ida Ayu Made Sri Widiastuti Ida Bagus Nyoman Mantra Ni Made Ratminingsih