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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN SALTeL Journal (Southeast Asia Language Teaching and Learning) International Journal for Educational and Vocational Studies Ensiklopedia Social Review Jurnal Abdidas Curricula : Journal of Teaching and Learning El-Rusyd
Bayu, Eka Pasca Surya
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : El-Rusyd

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Analisis Filosofis Kurikulum Merdeka: Implikasi bagi Pengajaran Bahasa Inggris Suhendra, Ade; Aprison, Wedra; Yanti, Fitri; Bayu, Eka Pasca Surya
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.533

Abstract

This article aims to examine the philosophical foundations of the Merdeka Curriculum within the context of Islamic education and to explore their implications for English language teaching. The study focuses on selected philosophical orientations namely pragmatism, constructivism, and existentialism and considers their relevance to educational values commonly discussed in Islamic educational thought. A qualitative approach was employed through a literature-based study, drawing on policy documents, curriculum guidelines, and relevant philosophical and educational literature. The analysis suggests that the Merdeka Curriculum reflects philosophical tendencies that may support more contextual, dialogic, and learner-centered approaches to English language teaching, particularly in relation to communicative competence, the role of teachers, learning media, assessment practices, and student creativity. At the same time, the literature also points to potential limitations, including variations in teacher preparedness, unequal access to learning resources, and established evaluation cultures that may affect classroom implementation. The article implies that a reflective engagement with philosophical foundations especially when situated within Islamic educational perspectives may help educators approach the Merdeka Curriculum more critically, so that changes in English language instruction are not limited to technical adjustments but also involve broader shifts in educational orientation.
Exploring Teachers’ Experiences in Integrating SAMR-Based Adaptive Technology in Primary English Reading–Writing Instruction Syukran, Rahmat; Adriansyah, Adriansyah; Alimir, Immatul Jannah; Syafitri, Widya; Sesmiarni, Zulfani; Bayu, Eka Pasca Surya
El-Rusyd Vol. 10 No. 2 (2025): December
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i2.535

Abstract

The implementation of educational technology often remains at the level of substituting conventional media, rather than reflecting a deeper understanding of adaptive technology and its potential to transform learning processes. This qualitative descriptive study employed an exploratory approach to investigate English teachers’ experiences and perceptions regarding the integration of SAMR-based adaptive technology in integrated reading–writing instruction at the primary level. Data were collected through semi-structured interviews, classroom observations, and document analysis involving primary school English teachers and were analyzed using the interactive model proposed by Miles, Huberman, and Saldana. The findings reveal that technology integration predominantly occurs at the Substitution (S) and Augmentation (A) levels of the SAMR framework, with limited evidence of modification or redefinition in instructional practices. This indicates that the transformative potential of SAMR-based adaptive technology has not yet been optimally realized in integrated primary literacy instruction. Strengthening teachers’ digital pedagogical competencies and reconceptualizing technology integration as a means of restructuring learning processes are therefore essential to support more meaningful, contextually relevant literacy learning aligned with 21st-century educational demands.
Co-Authors Adnan, Mazlini Adriansyah Adriansyah Alimir, Immatul Jannah Anna Cesaria Darul Ilmi Fauziah, Desna Fitri Yanti hayati, rahmatul Jasman, Yulia Oktafia Meilisa, Mira Merri Yelliza Nora, Wiwit Engrina paisal, manurung Ritonga, Rahmi Anggina Sanjaya, Ferdino Wedi Sefna Rismen Suhendra, Ade Susi Susanti Syafitri, Widya Syam, Erlinda Syukran, Rahmat theresia, monica Triana, Devi Wahyuni, Dewi Sari Wedra Aprison Yovi, Febri Yonanda Zulfani Sesmiarni