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ENGLISH TEACHERS' PERCEPTION OF ELT IN MERDEKA CURRICULUM AT SMKN DARUL ULUM MUNCAR ACADEMIC YEAR 2022/2023 Ahmada, Adib; Maulida Wafiq Azizah
At- Ta'lim : Jurnal Pendidikan Vol. 9 No. 2 (2023): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v9i2.1228

In 2020 Indonesia experienced the Covid-19 pandemic, resulting in a worsening learning crisis. The government issued an emergency curriculum policy. After running for one school year, the government found that using the emergency curriculum got better results than the previous curriculum. Moreover, in February 2022, the government began to apply the Merdeka curriculum. This research aims to find out and provide information about English teachers' perceptions of the Merdeka curriculum at SMKN Darul Ulum Muncar for the 2022/2023 academic year. The researcher focuses on teaching modules and the Strengthening Pancasila Student Profile Project (P5) in the Merdeka curriculum. For data collection, researchers use quantitative methods. Then for the research model with a survey model, researchers distributed questionnaires to nine English teachers at SMKN Darul Ulum Muncar. Moreover, this study found that English teachers' perception of the Merdeka curriculum at SMKN Darul Ulum Muncar was very good. The overall average score of teachers indicates this is 79, which is included in the interval range score of 72 < X, which means it is categorized as very good. In more detail, four teachers have good perceptions, and five other teachers have very good perceptions. This research provides valuable insights into how the Merdeka curriculum is received by English teachers at SMKN Darul Ulum Muncar, depicting a positive response to the curriculum change.

TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE LEARNING BASED ON THE TPACK-SAMR FRAMEWORK AT THREE INDONESIAN UNIVERSITIES Ahmada, Adib; Rizkiyah, Faiqotur
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.37996

Technology plays a crucial role in various aspects of human life, especially in education, making the integration of technology in English language learning at the university level essential. This study aims to: 1) analyze how lecturers integrate technology; 2) Evaluate the proficiency of English language lecturers in incorporating technology using the TPACK-SAMR framework; 3) investigate the implications of technology integration based on TPACK-SAMR in English Language Teaching (ELT). This research employed mixed method approach which involved six lecturers from three Indonesian universities. Interviews and questionnaires were administered to obtain the data. Furthermore, the data was analyzed both qualitative involving data reduction, data display, and conclusion drawing or verification and statistical analysis using SPSS 25.. . The results show that the six lecturers at the universities have integrated technology into their teaching, including preparation, implementation, and assessment. In terms of integration level based on TPACK-SAMR, the lecturers are well-qualified in the aspects of pedagogy, content, and technology. For SAMR levels, the amount of technology integration in learning has reached the point where substitution and augmentation are widespread practices among lecturers. However, the application of technology at the modification and redefinition levels remains limited. Moreover, technology has the results revealed six noteworthy aspects of implication technology in English classroom, namely enrichment of learning material, enhanced learning, accessibility, a broader range of assessment, provide direct feedback and enhanced productivity and efficacy. therefore, lecturers' TPACK-SAMR competency in the practice of using technology is very important as a basis for the application of technology in higher education in the future.

Implementation of the Merdeka Curriculum in English Learning at MA Al Amiriyyah in the Academic Year 2023/2024 Ahmada, Adib; Fauziana, Dwi Agustin
JURNAL PENDIDIKAN & PENGAJARAN (JUPE2) Vol. 3 No. 1 (2025): Januari 2025
Publisher : Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54832/jupe2.v3i1.405

This study explores the implementation of the Merdeka Curriculum in English learning at MA Al Amiriyyah, focusing on classes X and XI. The objective is to assess the effectiveness of different learning models applied by the English teachers. A qualitative approach was employed, collecting data through interviews, observations, and documentation. The results indicate that the problem-based learning model in class XI was less effective due to its mismatch with student conditions, leading to disengagement and boredom among students. Conversely, the project-based learning and cooperative learning models in class X were highly effective, fostering an active, creative, and responsible learning environment. These models allowed students to engage more deeply with the material and take greater ownership of their learning process. These findings highlight the critical need for selecting and implementing appropriate learning models to maximize student engagement, motivation, and overall learning outcomes in line with the objectives of the Merdeka Curriculum

Pendampingan Pelatihan Berbicara Bahasa Inggris dengan Metode Pemberdayaan Berkelanjutan (Sustainable Empowerment) di Pondok Pesantren Minhajut Thullab Ahmada, Adib; Mahmud, Moh.; Sangadah, Fatimatus
Jurnal Pengabdian Masyarakat (JUDIMAS) Vol. 3 No. 1 (2025)
Publisher : Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54832/judimas.v3i1.396

This mentoring program aims to improve the quality of human resources (HR) among students at Minhajut Thullab Islamic Boarding School through English speaking education and training using the Sustainable Empowerment method. The activities implemented cover various aspects, including teaching English speaking skills such as trilingual MC, role play, and storytelling. The program was conducted with a participatory approach, actively involving students in every stage of the activities. Students were provided with continuous materials and practice, allowing them to apply their English speaking skills in supportive and relevant real-life contexts. Evaluations were conducted regularly to measure progress and provide constructive feedback to participants. The results of the program implementation showed a significant improvement in the students' English speaking abilities, both in terms of confidence and effective communication skills. Additionally, the participatory approach in this program also increased the students' motivation and engagement in the learning process. These findings indicate that this mentoring program is effective in achieving its goals and provides tangible benefits to Minhajut Thullab Islamic Boarding School, making it a potential model for similar programs in other boarding schools.

TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE LEARNING BASED ON THE TPACK-SAMR FRAMEWORK AT THREE INDONESIAN UNIVERSITIES Ahmada, Adib; Rizkiyah, Faiqotur
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.37996

Technology plays a crucial role in various aspects of human life, especially in education, making the integration of technology in English language learning at the university level essential. This study aims to: 1) analyze how lecturers integrate technology; 2) Evaluate the proficiency of English language lecturers in incorporating technology using the TPACK-SAMR framework; 3) investigate the implications of technology integration based on TPACK-SAMR in English Language Teaching (ELT). This research employed mixed method approach which involved six lecturers from three Indonesian universities. Interviews and questionnaires were administered to obtain the data. Furthermore, the data was analyzed both qualitative involving data reduction, data display, and conclusion drawing or verification and statistical analysis using SPSS 25.. . The results show that the six lecturers at the universities have integrated technology into their teaching, including preparation, implementation, and assessment. In terms of integration level based on TPACK-SAMR, the lecturers are well-qualified in the aspects of pedagogy, content, and technology. For SAMR levels, the amount of technology integration in learning has reached the point where substitution and augmentation are widespread practices among lecturers. However, the application of technology at the modification and redefinition levels remains limited. Moreover, technology has the results revealed six noteworthy aspects of implication technology in English classroom, namely enrichment of learning material, enhanced learning, accessibility, a broader range of assessment, provide direct feedback and enhanced productivity and efficacy. therefore, lecturers' TPACK-SAMR competency in the practice of using technology is very important as a basis for the application of technology in higher education in the future.

Exploring Pre-Service Teachers’ TPACK Competence during Teaching Practicum Ahmada, Adib; Mahmud, Moh
Darussalam English Journal (DEJ) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i2.4519

This study investigates the Technological Pedagogical Content Knowledge (TPACK) competence of five pre-service teachers during a one-month teaching practicum at MTs N 2 Banyuwangi. The study aimed to measure their overall TPACK competence and identify which domain is strongest and weakest. A descriptive quantitative design was employed using a 15-item self-assessment questionnaire on a 5-point Likert scale, complemented by document analysis of lesson plans, teaching materials, and reflective reports. The findings show that the participants demonstrated a generally high level of TPACK, with CK emerging as the strongest domain, followed by PK, whereas TK remained the weakest. The integrative TPACK score suggests that the pre-service teachers possessed moderate confidence in combining technology, pedagogy, and content during instruction. Document analysis further supported these findings by confirming strong content mastery and adequate pedagogical preparation, while also revealing limited integration of digital tools in classroom practice. These findings highlight the need for more structured technological training and earlier exposure to educational technology within teacher education programs to strengthen pre-service teachers’ technological competence.

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