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All Journal International Journal of Research in Counseling and Education Cendikia : Media Jurnal Ilmiah Pendidikan Electronic Journal of Education, Social Economics and Technology Jurnal Ilmu Pendidikan dan Humaniora
Aditia, Gilang Rizkia
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The role of online learning environment on the students' basic psychological needs satisfaction during the Covid-19 pandemic Aditia, Gilang Rizkia; Dahlan, Tina Hayati; Ilfiandra, Ilfiandra
International Journal of Research in Counseling and Education Vol 5, No 2 (2021): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.74 KB) | DOI: 10.24036/00449za0002

Abstract

The transition of learning systems during pandemic is one of the factor causing the inability to fulfill psychological basic needs satisfaction that are oriented on the low level of student self-determination such as self-regulation, self-confidence and responsibility. The focus of study in this article to explain the role ofonline learning process towardstudents’ autonomy, competence and relatedness satisfaction based on the perspective of cognitive evaluation theory. This theory is used to find out how the online learning environment can facilitate and support students’ basic psychological needs satisfaction and the intrinsic motivation level influenced by exsternal, interpersonal and intrapersonal factors. The method in this article used narrative literature review. Through a literature review, researcher can determine what factors can build student self-determination in online learning process. The findings showed social context and teacher facilitating in online learning environment play important in encouraging and maintain students intrinsic motivation to fulfill the level of students’ autonomy, competence and relatedness satisfaction in doing online learning activity.
Mapping The Use of ChatGPT to Support Reading Comprehension in EFL Context: A Scoping Review Aditia, Gilang Rizkia; Ilu, Notburga Astriviana; Arum, Titis Arum
Electronic Journal of Education, Social Economics and Technology Vol 6, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i1.974

Abstract

This study systematically examined the integration of ChatGPT in enhancing reading comprehension within English as a Foreign Language (EFL) pedagogy through a scoping review of scholarly literature. Adopting a qualitative approach guided by the Arksey and O’Malley framework, studies were sourced from indexed databases including ERIC, Web of Science, and Scopus via Google Scholar covering publications from 2021 to 2025. Study selection adhered to PRISMA-ScR guidelines developed by Tricco et al. to ensure methodological rigor and transparency. From thirty-four articles, fifteen were retained based on inclusion criteria: EFL instructional context, explicit use of ChatGPT for reading, and empirically grounded findings. Thematic analysis revealed that ChatGPT contributes to improved reading comprehension, student motivation, learner engagement, and AI literacy by facilitating personalized and adaptive instructional interactions. Nevertheless, the research remains constrained by short-term designs, limited exploration of prompting strategies, and lack of integration with pedagogical frameworks such as the Zone of Proximal Development (ZPD). Ethical concerns, including information validity, learner dependency, and digital literacy, are also underexplored. This review offers a systematic contribution, illuminating both the potential and unresolved challenges of ChatGPT integration in EFL reading instruction, and provides a foundation for future inquiries prioritizing contextual relevance, theoretical alignment, and ethical responsibility.
The Role of Flipped Classroom Strategies on English Speaking Ability: A Systematic Literature Review Aditia, Gilang Rizkia; Arum, Titis; Ilu, Notburga Astriviana
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1291

Abstract

This study aims to examine the role of flipped classroom strategies in enhancing learners’ English speaking ability within the context of English as a Foreign Language (EFL) through a Systematic Literature Review (SLR) approach. The review follows the PRISMA 2020 guidelines and the PICOS framework to synthesize empirical studies published between 2021 to 2025. Literature searches were conducted across major academic databases, including Scopus, Web of Science, ERIC, and Google Scholar. 234 articles initially identified, 37 peer-reviewed and reputable studies met the inclusion criteria and were analyzed thematically. The synthesis of findings indicated that the implementation of flipped classroom approaches consistently yields positive effects on EFL learners’ speaking ability, particularly in terms of fluency, oral performance, confidence, reduced speaking anxiety, and willingness to communicate. Improvements in pronunciation were also reported. However, these outcomes appear to be context-dependent and are strongly influenced by the quality of instructional design, feedback mechanisms, and the duration of the intervention. In addition, several recurring challenges in implementing flipped classroom models were identified, including limited access to technology, learners’ readiness for autonomous learning, increased teacher workload, and time constraints. Overall, the findings suggested that the effectiveness of flipped classroom approaches in English speaking instruction is determined more by pedagogical alignment and learning context than by the use of technology alone. This study offers practical implications for EFL practitioners and highlights directions for future research on sustainable and context-sensitive flipped classroom implementation.KEYWORDS: Flipped classroom; English speaking ability; EFL learners; Speaking instruction; Oral communication 
Correlation between teacher personality and professional development literacy of teachers at SMK YAPPA Depok Solihatun, Solihatun; Dinihari, Yulian; Aditia, Gilang Rizkia; Rachmat, Dieta Putri; Handayani, Sulis Setioharti; Ruth, Burju; Radyati, Ajeng
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.7027

Abstract

In the Merdeka Curriculum framework, teachers serve as agents in implementing adaptive, learner-centered instruction. Accordingly, teacher development extends beyond pedagogical and professional competencies and is connected to personality competence as an internal foundation of professional practice. Teacher personality is assumed to influence professional development literacy, defined as teachers’ capacity to understand, plan, implement, and reflect on continuous professional growth. However, empirical evidence examining this relationship remains limited, particularly in vocational education contexts. This study aims to analyze the relationship between teacher personality and professional development literacy among teachers at SMK YAPPA Depok. The null hypothesis states that no relationship exists between the variables, whereas the alternative hypothesis assumes a significant relationship. A quantitative descriptive-correlational design was employed, involving all fifteen teachers through a saturated sampling technique. Data were analyzed using descriptive statistics and Spearman’s Rho correlation due to non-normal data distribution and ordinal measurement scales. The results indicate that teacher personality and professional development literacy are generally at moderate to high levels, with variation among respondents. Furthermore, correlation analysis reveals a significant relationship between teacher personality and professional development literacy, leading to rejection of the null hypothesis. These findings highlight the role of teacher personality in strengthening professional development literacy.
A Systematic Literature Review of Project-Based Learning Models in En-hancing EFL Learners’ English Writing Skills Aditia, Gilang Rizkia; Astuti, Sri
Jurnal Ilmu Pendidikan dan Humaniora Vol. 15 No. 1 (2026): Jan: Education and Humanities
Publisher : Insan Akademika Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/jiph.v15i1.296

Abstract

The increasing emphasis on communicative competence in English as a Foreign Language (EFL) instruction highlights the need for effective pedagogical approaches to improve learners’ writing skills. Project-Based Learning (PjBL) has gained attention as an instructional model that integrates authentic tasks, collaboration, and learner autonomy in writing instruction. This study aims to systematically examine the role of Project-Based Learning in enhancing EFL learners’ English writing skills based on empirical studies published between 2023 and 2025. Employing a qualitative Systematic Literature Review (SLR), this study follows the PRISMA 2020 guidelines and applies the PICOS framework to define the scope of analysis. Literature searches were conducted using the Scopus, Web of Science, ERIC, and Google Scholar databases with predefined Boolean search strategies. The initial search yielded 91 journal articles, which were screened using established inclusion and exclusion criteria. Through the selection and data charting process, 13 peer-reviewed empirical studies were identified and systematically analyzed. The selected studies were synthesized in a matrix table of study characteristics and analyzed using thematic synthesis and descriptive analysis to identify patterns related to PjBL designs, project types, writing components, and reported challenges. The findings indicated that Project-Based Learning consistently improves EFL learners’ writing performance, particularly in content development, text organization, vocabulary use, and learner engagement. However, improvements in micro-linguistic aspects such as grammatical accuracy, cohesion, and writing mechanics are less consistently reported. This review highlighted methodological limitations in existing studies and offers implications for pedagogy and future research, particularly regarding longitudinal designs, cross-genre writing development, and digital integration.
Co-Authors Ajeng Radyati Arum, Titis Arum, Titis Arum Dinihari, Yulian Handayani, Sulis Setioharti Ilfiandra Ilfiandra Ilu, Notburga Astriviana Rachmat, Dieta Putri Ruth, Burju Solihatun, Solihatun Sri Astuti Tina Hayati Dahlan, Tina Hayati