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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Acuity : Journal of English Language Pedagogy, Literature and Culture Al-Asalmiya Nursing: Journal of Nursing Sciences Bedelau: Journal of Education and Learning Jurnal Amanah Kesehatan International Journal of Educational Best Practices
Eliwarti
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Education Health Professions Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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VOICES FROM THE CLASSROOM: INDONESIAN EFL TEACHERS’ ATTITUDES AND EXPERIENCES TOWARD CULTURAL CONTENT IN STATE-PRESCRIBED TEXTBOOKS Sofia Uswatunisa; Indah Tri Purwanti; Eliwarti
International Journal of Educational Best Practices Vol. 9 No. 2 (2025)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.9.2.69-81

Abstract

Textbooks play a central role not only as instructional resources but also as instruments that shape learners’ in acquire a language and culture. The dominance of national culture in locally produced EFL textbooks, coupled with the neglect of target-language and multicultural elements, highlights significant issues concerning teachers’ attitudes and their responses to cultural representation during instruction. This study aims to analyze teachers’ attitudes and experience on EFL textbooks on English teachers in SMPN Pekanbaru. The research was conducted from April to July 2025 with descriptive quantitative and thematic analysis. A total of 50 English teachers were selected as respondent trough purposive sampling. Data analysis was conducted using SPSS 23 ver. The result showed that comfort with cultural content increases when textbooks provide culturally rich, engaging, and contextualized examples. Besides, low affective responses are often linked to the perceived of nature culture in the textbooks. According to teachers’ experiences, overly familiar or monotonous stories often do not maintain students’ engagement. Moreover, teachers found students responded more positively to culturally unfamiliar stories compared to local or overly familiar one. The implication of this study emphasizes the significant space for improvement, particularly in the balanced inclusion of cultural dimensions that foster both local identity and global awareness and it is recommended that government-issued EFL textbooks be revised to reflect a balanced integration of source, target, and international cultures. Teachers encouraged critically adapting materials and pursuing professional development in intercultural competence.
ENGLISH TEACHERS' PERCEPTIONS IN THE IMPLEMENTATION OF MERDEKA CURRICULUM FOR HIGH SCHOOLS IN BANGKINANG KOTA SUB-DISTRICT Hariza, Dzikra; Eliwarti; Mahdum
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.37105

Abstract

This study aims to analyze the perceptions of English teachers towards the implementation of the Merdeka Curriculum for high schools in Bangkinang Kota Sub-District, Kampar. The study used a Sequential Explanatory Mixed Methods design with two stages, namely quantitative data collection and analysis through questionnaires and qualitative data deepening through semi-structured interviews. The research sample consisted of 17 English teachers at SMAN 1, SMAN 2, and SMKN 1 Bangkinang Kota who were selected through purposive sampling. The results of the study show that in general, teachers have a positive perception of the Independent Curriculum, especially the flexibility of teaching modules, the student-centered learning approach, and the Pancasila Student Profile Strengthening Project (P5). Teachers consider this curriculum to be able to increase students' creativity, independence, and character. However, a number of obstacles were found such as limited training in the preparation of teaching modules, inadequate infrastructure, and difficulties in integrating the P5 project into English learning. This study concludes that continuous support in the form of training, provision of facilities, and collaboration between teachers, schools, and education authorities is needed so that the Independent Curriculum can be implemented effectively and sustainably.
Co-Authors Adep Junika Afrianto Aminah Siregar Annisa Meliani Putri ARIANI, LILI AYU, FIRDA DAMBA Daffa Putra Dozi Rianza ERNI, ERNI MUSMILER Fadly Azhar Farida Fita Maghvira Hadriana Hariza, Dzikra Ila Nurlia Indah Tri Purwanti Ira Sri Budiarti Kusumaningrum, Amalia M. Syarfi Maarof, Nooreiny Mahdum Melda Dwi Vega Muhammad Syarfi Nadia Azira Novitri Nurul Isnaini Pasaribu, Judika Putri, Syadza Adila Qhintara Afni Farhana Ramadini, Indri Ramadini, Indri Reni Trevia Rotua Aruan, Rumiri Rumiri Aruan Shanya Putri Faiziah Pribadi Sharizan Sofia Uswatunisa Suhaimi Sumandiyah Supriusman Tasya Herdiyanti