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All Journal Jurnal Jarlit GSE-journal
Azwar Abbas
Ahmad Dahlan University, Yogyakarta
Humanities Education Social Sciences Other

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Strategies for Utilizing Technology in Learning Abbas, Azwar; Nurjannah, Asfinatu; Isnaini, Rahma; Eliyana, Ema
Global Synthesis in Education Journal Vol. 2 No. 3 (2024): Vol. 2 No. 1 (2024): Vol. 2 No. 2 (2024): November 2024, Pages 01-77
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/8r9byc61

Abstract

This study investigates the intercultural relationship development of English as a Foreign Language (EFL) students participating in an International Learning Program. Amid travel restrictions, a limited number of students engaged in a cross-border experience in Malaysia and Singapore. Employing a descriptive qualitative approach, the research examines the stages of intercultural relationship development and associated challenges. Twenty eighth-grade students from East Java, Indonesia, comprising an equal distribution of male and female participants, were selected for the study. Through analysis, three distinctive stages emerged in the process of intercultural competence (ICC) development: "trial," involving the exploration of new customs and habits; "enmeshment," focusing on individual character growth in new contexts; and "renegotiation," emphasizing dialogue and reflection on cultural experiences' impacts. Drawing on existing literature, the study proposes strategies for ICC development, including self-awareness, cultural awareness, motivation enhancement, and cultural knowledge acquisition. Additionally, ICC improvement techniques, such as cultural assimilation, comparison methods, and reformulation, were identified as valuable tools for English language instruction.
Enhancing Writing Skills through Cultural Integration: Exploring the Impact of Culturally-Responsive Writing Instruction in Diverse EFL Classrooms Sutrisno, Djoko; Abbas, Azwar; Nafi Annury, Muhammad
Global Synthesis in Education Journal Vol. 2 No. 3 (2024): Vol. 2 No. 1 (2024): Vol. 2 No. 2 (2024): November 2024, Pages 01-77
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/rpm4cp30

Abstract

In an increasingly multicultural and interconnected world, the integration of culturally-responsive teaching methods into English as a Foreign Language (EFL) instruction has emerged as a vital pedagogical approach. This study examines the impact of culturally-responsive writing instruction on the development of EFL learners' writing skills, comparing it with traditional writing instruction. The objective is to explore how integrating cultural elements into writing pedagogy enhances linguistic competencies, fosters engagement, and promotes inclusivity in diverse classrooms. A mixed-methods research design was employed, combining a quantitative pre-test and post-test experimental approach with qualitative interviews and focus group discussions. The quantitative phase of the study involved assessing writing performance in two groups: one experimental group that received culturally-responsive instruction and one control group that followed traditional teaching methods. Writing samples were evaluated using standardized rubrics to measure key competencies such as content, organization, grammar, and critical thinking. The qualitative phase gathered insights into students' perceptions, motivation, and engagement through thematic analysis of interviews and focus group discussions. The results demonstrated significant improvements in the experimental group's writing performance, with notable gains in grammar (+40.9%), critical thinking (+41.7%), and vocabulary (+35.3%). Students reported higher engagement, confidence, and personal connection to writing tasks. Teachers observed improved participation and deeper critical analysis in student writing. However, challenges such as balancing curriculum demands and limited institutional support were highlighted. Overall, the findings underscore the transformative potential of culturally-responsive instruction in improving writing outcomes, fostering cultural appreciation, and creating inclusive learning environments. This study contributes to the growing body of evidence advocating for educational equity and culturally-responsive practices in EFL classrooms.
Fostering Critical Thinking through Integrating Edpuzzle in Blended Learning Djoko Sutrisno; Abbas, Azwar
Global Synthesis in Education Journal Vol. 1 No. 1 (2023): August 2023: Global Synthesis in Education
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/9drysn02

Abstract

To better prepare students for the demands of the twenty-first century, the Ministry of Education and Culture of the Republic of Indonesia incorporates character education into a range of educational courses. English as a foreign language, teachers can select the chosen learning approach for their students—which might require using critical thinking skills—by using digital interactive media like Edpuzzle. This study's goal was to evaluate how digital interactive media like Edpuzzle were used in online English as a foreign language (EFL) classes and how it affected the students' critical thinking abilities. In order to help students enhance their critical thinking abilities in the context of problem-solving related to various learning styles, this project intends to create digital media based on character values. The 4-D approach was used in this product development study (Define, Design, Develop, and Disseminate). The digital interactive media Edpuzzle obtained a total average score of 3.60 based on the validation from the material expert and a score of 3.50 based on the evidence from the media expert, indicating that the study's findings are correct. 92% of the eighth-graders reactions were positive, per the assessments. Active learning during the teaching process also causes the students to feel positive emotions. Students can also develop their ability to think critically by speaking out in class and having meaningful debates with their classmates
Exploring Autodidacticism in English Language Learning through the Power of Music on Ahmad Dahlan University Abbas, Azwar; Amaliawati, Shafira; Aulia, Nila; Agustiningrum, Tessana
Global Synthesis in Education Journal Vol. 1 No. 2 (2023): Volume 1 Number 2, November 2023, Pages 01-63
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/9y6ksm24

Abstract

Teaching ability is one of the components needed in achieving students’ competency targets. In this case, PPG program students need to master an effective teaching skill. In this study, the researchers aimed to examine the impact and experience of the Pres-service PPG program in developing teacher professionalism. The researchers provided three participants of the 2022/2023 Pre-service PPG program. This study used qualitative descriptive design and the interview technique was implemented to obtain the data. The results of this study indicate that the participants gave a positive response to the pre-service PPG program. This is shown from the results of the interviews that the program was very useful in improving teaching skills an the students  also got several benefits during the period of PPG program.
Teacher Competency Training as a Form of Best Practice for Promoting Teacher's Professional Development Abbas, Azwar
Global Synthesis in Education Journal Vol. 3 No. 2 (2025): Vol. 3 No. 2, August 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/3hg07j45

Abstract

Training is needed to help teachers to improve their competence. This is important because teachers are the core role in the world of education and as a determinant of the future of the nation's children. The state also provides an obligation for teachers to have certain competencies as a condition of the profession. This study aims to find out the training has been held at school as a form of best practice for teacher's professional development, then to reveal how the training affects teachers. This research is descriptive research with a qualitative approach. The research subject is one of the teachers of SD Muhammadiyah Ambarbinangun. Researchers used interviews to collect data. The instrument used was an interview guideline adapted from previous research. The data analysis technique used in this research is qualitative data analysis, namely data reduction, data visualization, and conclusion drawing/verification. There are several trainings that have been sought by the school, namely training aimed at improving pedagogic and personality competencies. This training is quite influential for teachers because several learning objectives are achieved after attending this training, such as increased student grades, more intense communication between teachers and students, more interesting learning in the classroom
Co-Authors Agustiningrum, Tessana Ahmad Azhari Amaliawati, Shafira Aulia, Nila Djoko Sutrisno Eliyana, Ema Isnaini, Rahma Kyswantoro, Yunita Firdha Muhammad Nafi Annury, Muhammad Nur Fatimah Nurjannah, Asfinatu Soviyah Suryanto, Indra