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All Journal Abjadia, International Journal of Education EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Al Ishlah Jurnal Pendidikan Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal on Education Edulangue ACITYA Journal of Teaching & Education SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Getsempena English Education Journal Jurnal Pesut : Pengabdian untuk Kesejahteraan Umat
Abdul Halim
Universitas Muhammadiyah Kalimantan Timur
Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Kahoot! in a flipped classroom: A case study at Junior High School in Samarinda Wiza Ananda; Abdul Halim
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 9, No 1 (2024): July 2024
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v9i1.13151

Abstract

The study explores the integration of Kahoot! within a flipped classroom approach at Junior High School in Samarinda, focusing on its impact on student involvement, motivation, and educational achievements in English language learning. The research employs a qualitative case study design involving first-grade students. Data collection methods include pre- and post-implementation surveys, semi-structured interviews, and observation. Thematic analysis analyzes the data, revealing insights into students’ experiences and perceptions. The study aims to contribute to both theoretical understanding and practical application of Kahoot! in language learning within a flipped classroom context. This study examines how Junior High School Samarinda uses Kahoot! in flipped classrooms, with an emphasis on how it affects student motivation, engagement, and academic performance when learning English. Data was gathered via surveys, interviews, and observations using a qualitative case study approach with students in first-grade students. The results showed that Kahoot! greatly raises student achievement and motivation, and average scores show a strong desire to use it. Although there are some technical difficulties and a learning curve, Kahoot! creates an engaging and dynamic learning environment that improves comprehension and retention of the content. The present study highlights the potential of Kahoot! to enhance academic results and suggests further investigation into creative pedagogical approaches that incorporate technology, like Kahoot!, to augment student involvement and the efficacy of instruction.
The Impact of Project-Based Learning on Deep Learning: Enhancing Meaningful, Mindful, and Joyful Learning in EFL Contexts Tiara Ramadana; Abdul Halim; Ibrahim Ibrahim
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22923

Abstract

This study examines how project-based learning (PBL) impacts deep learning by emphasizing meaningful, mindful, and enjoyable learning aspects in learning English ,as a foreign language (EFL). PBL involves students in real projects and encourages them to collaborate, participate and solve problems. This research shows that using PBL can improve students' learning skills in English as a foreign language (EFL). This research uses a thematic analysis method. The sample of this study was 30 students of grade 11 of MA PPKP RIibathul Khail Tenggarong, who had previously participated in English learning using the project-based learning (PBL) method. The instruments used in this research include observation sheets, questionnaires, pre-test and post-test. The instruments will be tested for validity and reliability through expert validity assessments and Cronbach's Alpha reliability tests. Furthermore, the data will be analyzed using statistical analysis techniques.
Students' Experiences of Meaningful, Mindful, and Joyful Learning in an AI-Enhanced English Classroom Tariza Dwi Silvania; Abdul Halim; Khusnul Khatimah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22784

Abstract

This qualitative case study explores tenth-grade students’ experiences of meaningful, mindful, and joyful learning in an AI-enhanced English classroom. Conducted at SMAN 1 Kota Bangun, the research employed classroom observations, open-ended questionnaires, and semi-structured interviews to gather insights into how AI tools such as ChatGPT, Gemini, image generators, and Grammarly shaped students’ engagement, motivation, and learning depth. Thematic analysis revealed that AI supported personalized learning, encouraged self-regulated preparation, and increased motivation through interactive features. However, challenges such as accuracy issues, distractions, and overreliance on AI were noted. Findings suggest that while AI can complement instructional practices and promote deep learning, its optimal use depends on teacher guidance, student digital literacy, and thoughtful integration into classroom pedagogy.
PROJECT-BASED LEARNING IN THE PROGRESS OF DEEP LEARNING IN A VOCATIONAL HIGH SCHOOL Rafly Artamy Putra; Yeni Rahmawati; Abdul Halim
SOSIOEDUKASI Vol 14 No 1 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i1.5428

Abstract

This research investigates the perceptions of students and English teachers at SMK Negeri 15 Samarinda regarding the implementation of Project-Based Learning (PBL) and its role in fostering deep learning in vocational education. Using a quantitative descriptive method, data were collected through structured questionnaires distributed to 90 eleventh-grade Automotive Engineering students and five English teachers. The student questionnaire assessed Experience, Involvement, and Understanding, while the teacher questionnaire examined the Perceived Benefits and Challenges of PBL. The instruments were found to be valid and reliable, with Cronbach’s Alpha values ranging from 0.76 to 0.77. Findings revealed that students generally perceived PBL positively, with mean scores indicating frequent engagement in practical tasks, moderate to high participation, and improved comprehension. Teachers also expressed strong support for PBL, particularly for its ability to enhance critical thinking, collaboration, and independent learning. Although some challenges such as time constraints and resource limitations were noted, they were not viewed as critical barriers. Correlation analysis showed significant relationships among all three student variables at the 0.01 level. Notably, Involvement and Understanding were strong predictors of Experience, as shown by a regression model with a correlation coefficient (R) of .762. Overall, the findings affirm PBL’s effectiveness in promoting deep learning and 21st-century competencies in vocational contexts. While challenges exist, both student and teacher perspectives support PBL as an adaptable and impactful instructional approach. These insights contribute to the growing body of research supporting PBL's application in Indonesian vocational high schools.
Co-Authors Azhar Aziz Lubis Dewi Wardah Mazidatur Rohmah Dzul Rachman, Dzul Ibrahim Ibrahim Ibrahim Khusnul Khatimah Latipah, Asslia Johar Lia Rahmayana Muhammad Yusuf Mustofa Mustofa Nopriansah Nopriansah Rafly Artamy Putra Rani Herning Puspita Sofia Ulfa Eka Hadiyanti, Sofia Ulfa Eka Sukma Septian Nasution Sunarti Tariza Dwi Silvania Tiara Ramadana Wiza Ananda Yeni Rahmawati Yih-Sheue Lin