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All Journal Jurnal Kreatif Tadulako Online International Journal of Pedagogy and Teacher Education Klasikal: Journal of Education, Language Teaching and Science
Rahman, Ahmad Ardillah
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Perceptions of Pesantren Principals on Teachers’ Professional Development Hasrianti, Hasrianti; Ridwan, Nurul Haeriyah; Mulyati, Ariadna; Rahman, Ahmad Ardillah
Jurnal Kreatif Online Vol 8, No 4 (2020): Jurnal Kreatif Online
Publisher : Jurnal Kreatif Online

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Abstract

In the context of Islamic Pesantren, principals have significant roles in enhancing teachers’ professional development. This study developed a critical phenomenological research to investigate the perceptions of principals in Pesantren on the notion of teachers’ professional development. The aim was to examine the understanding of principals at Rahmatul Asri Pesantren on characteristics associated with professional teachers as well as to examine their experiences related to their efforts and obstacles in enhancing teachers’ professional development in their school. Qualitative research was utilized by the researcher to understand the voices of Pesantren principals. Interviews were conducted with four school leaders using semi-structured interview. In terms of the principals’ understanding on the notion of professional teachers, this research has identified three significant themes as the attributes of professional teachers. Professional teachers have been linked to the ability of teachers to teach based on their educational background, the ability of teachers to instill spiritual and moral values on their pedagogical practices, and the ability of teachers to use computers and internet to create interesting materials. Several efforts have been made by the principals to enhance teachers’ professional development such as giving motivation and rewards to teachers, encouraging teachers to participate in trainings and workshops, and providing teachers with adequate teaching facilities. However, several obstacles were faced by the principals in developing teachers’ professional development. Those obstacles include the teachers’ double job, the difference of teachers’ academic background, and the lack of teachers’ discipline and technological expertise. This study has implications on how school principals in Pesantren and government should consider the ways in strengthening the school practices in Pesantren such as maximising the training and workshops for teachers, giving rewards to teachers, and instilling the religious values on school policies and practices.
Students’ Attitude toward A Non-Digital Game-Based Learning in English for Biology Course Pratiwi, Andi Citra; Rahman, Ahmad Ardillah; Haris, Haris; Mar'ah, Zakiyah; Salsabila, Rughaya
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 5 No 3 (2023): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v5i3.1123

Abstract

addresses the appeal of game-based learning for students. Despite the prevalence of game-based learning research, limited studies focus on non-digital approaches, particularly in English for Biology courses among English as a Foreign Language (EFL) learners in higher education settings. Accordingly, this quantitative descriptive study aims to fill the research gap by exploring undergraduate students' attitude towards non-digital game-based learning in an English for Biology course. The study, conducted at the Biology Education Department, Universitas Negeri Makassar, involves 64 students who experienced non-digital game-based learning through a collaborative word-guessing game. The research instrument utilized in this study was an attitude questionnaire which demonstrates high validity and reliability. Results of data analysis indicate an overall positive attitude (72.81%) among the students towards non-digital game-based learning, emphasizing enjoyment, motivation, retention, and engagement. Students' favorable disposition could be attributed to the unconventional learning atmosphere created by game elements, including rules, challenges, feedback, and rewards. The study suggests educators consider integrating non-digital game-based learning, fostering enjoyment, engagement, and retention, while emphasizing the importance of autonomy in promoting intrinsic motivation for positive learning outcomes.
Integrating AI-Driven Adaptive Learning and Self-Determination Theory to Enhance Employability Skills: Evidence from Vocational Higher Education Hasim, Muhammad; Rahman, Ahmad Ardillah; Sumariyanto, Iris; Samnur, Samnur; Anwar, Misita; Aminuddin, Aminuddin
International Journal of Pedagogy and Teacher Education Vol 10, No 1 (2026): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v10i1.111742

Abstract

This study tests an integrated structural model linking Artificial Intelligence (AI) use in learning, psychological factors derived from Self-Determination Theory (SDT), and employability skills among vocational education students. Specifically, AI is positioned as a contextual support associated with the fulfillment of competence, autonomy, and relatedness. A quantitative, cross-sectional design was employed using self-reported data from 263 vocational students in Indonesia, which were analyzed through Structural Equation Modeling (SEM). The results show that competence, autonomy, and relatedness are significantly associated with employability skills, with competence emerging as the strongest predictor. AI use demonstrates a significant indirect effect on employability skills, primarily through competence. In contrast, burnout, learning anxiety, and learning motivation do not show significant direct associations with employability skills, suggesting that psychological need fulfillment plays a more central role in the model. This study contributes to the literature by situating AI within the SDT framework as a contextual enabler of psychological need fulfillment in vocational education. The findings indicate that AI-supported learning environments are associated with stronger fulfillment of competence, autonomy, and relatedness, which in turn are linked to employability development. Practically, the results highlight the importance of designing AI-assisted learning environments that support competence, autonomy, and relatedness
Co-Authors Aminuddin Aminuddin Anwar, Misita Ariadna Mulyati Haris Haris, Haris Hasim, Muhammad Hasrianti, Hasrianti Mar'ah, Zakiyah Nurul Haeriyah Ridwan Pratiwi, Andi Citra Salsabila, Rughaya Samnur . Sumariyanto, Iris