Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Research in Counseling and Education Jurnal Ilmu Pendidikan dan Humaniora
Aditia, Gilang Rizkia
Unknown Affiliation
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences

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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.
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 Ilfiandra Ilfiandra Sri Astuti Tina Hayati Dahlan, Tina Hayati