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All Journal Jurnal Bahasa, Sastra, dan Budaya KREDO : Jurnal Ilmiah Bahasa dan Sastra BAHTERA : Jurnal Pendidikan Bahasa dan Sastra Jurnal Ilmiah Edunomika (JIE) Widya Accarya Ksatra: Jurnal Kajian Bahasa dan Sastra Jurnal Bastrindo: Kajian Pendidikan Bahasa dan Sastra Indonesia Jurnal PkM (Pengabdian kepada Masyarakat) Global Education : International Journal of Educational Sciences and Languages
Sri Suharti
Universitas Bina Sarana Informatika
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Differentiated Learning Models Based on Students’ Talents and Interests for Inclusive Education in the Context of Globalized Learning Environments Dedi Gunawan Saputra; Sri Suharti
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 1 (2024): February: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i1.305

Abstract

This study examines the impact of differentiated learning models in inclusive educational settings, focusing on their effect on student participation, motivation, and academic performance. Differentiated instruction (DI) adapts content, teaching methods, and assessments to meet the diverse learning styles, interests, and abilities of students. Using a mixed methods approach, the research combines quantitative and qualitative data to explore how DI influences engagement and academic outcomes in diverse classrooms. The findings show that DI significantly increased student participation, as lessons tailored to individual strengths encouraged more active involvement. Motivation also improved, with students displaying higher intrinsic motivation when engaging with relevant material at their own pace. Additionally, academic performance improved, especially for students who had struggled with traditional teaching methods. These results suggest that DI is an effective strategy for inclusive education, particularly for students with special educational needs and disabilities (SEND). The study emphasizes the importance of teacher training and ongoing professional development for successful DI implementation. The implications are significant for global educational settings, where classrooms are becoming more diverse. By adopting differentiated strategies, educators can create more equitable and inclusive learning experiences. Future research should explore the long-term effects of DI in various cultural and educational contexts.
Academic Motivation and Self Regulated Learning Strategies in Online Language Education across Culturally Diverse Student Populations Desmaliza Desmaliza; Sri Suharti; Dina Destari
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.310

Abstract

This study examines the relationship between self regulated learning (SRL) strategies and academic motivation among students engaged in online language education, with a particular focus on how cultural diversity influences these factors. SRL strategies, such as goal setting, self monitoring, and time management, are crucial for maintaining motivation and improving learning outcomes, especially in online settings that require high levels of student autonomy. The study found a strong positive correlation between intrinsic motivation and the use of SRL strategies. Students who were intrinsically motivated to learn demonstrated better use of SRL strategies, leading to improved academic performance. Furthermore, the study explored how cultural diversity impacted the application of SRL strategies, revealing that students from collectivist cultures often emphasized collaboration and effort, while students from individualistic cultures focused more on autonomy and personal achievement. These cultural differences influenced how students engaged with SRL strategies and maintained their motivation throughout their online language courses. The findings underscore the importance of considering cultural diversity when designing online language education programs. Culturally responsive teaching practices that acknowledge students' cultural backgrounds can enhance motivation, foster better use of SRL strategies, and improve learning outcomes in diverse online classrooms. The study highlights the need for further research that explores the interaction between different cultural groups, expands sample sizes, and investigates other motivational factors, such as self efficacy and achievement goals, to develop more effective and inclusive online language education strategies.  
Co-Authors Ani Rakhmanita Arief Fahruri Dedi Gunawan Saputra Desmaliza Desmaliza Dina Destari Fika Fibriyanita Heppy Sapulete Heriyanto Heriyanto Hudjolly Hudjolly I Gede Sujana IMELDA E.R. HUTABARAT Joni Wilson Sitopu Nani Purwati Paramita Kusumawardhani Rifqi Risnadyatul H. Riska Aulia Noor Yohanis Hukubun