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All Journal Jurnal Pendidikan Vokasi Jurnal Ilmiah WUNY
Mukadimah, Hertati
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Humanities Computer Science & IT Education Public Health

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Exploring Teacher Resilience in Indonesia: A Scoping Review of Challenges, Strategies, and Support Mechanisms Mukadimah, Hertati
Jurnal Ilmiah WUNY Vol. 7 No. 2 (2025): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v7i2.84213

Abstract

The number of students enrolled in Indonesia's education departments has remained high, as seen in the case of the English Education Program at Universitas Negeri Yogyakarta (UNY) and there are over 3.4 million active teachers nationwide. However, teachers face various challenges, including heavy workloads, low salaries, inadequate facilities, and the pressures of adapting to rapid curriculum changes and the Covid-19 pandemic. This study explores factors contributing to the resilience of Indonesian teachers by elaborating it to the paradigm from Beltman (2020); person-focused perspective, process-focused perspective, context-focused perspective, and system-focused perspective. The study is intended to capture broad aspects of resilience, such as psychological, social, professional, and social factors that support teachers in overcoming challenges.  This article adopts a scoping review methodology, following Arksey and O'Malley's (2005) framework, to map existing literature on teachers' resilience in Indonesia over the last five years. The review process includes five stages: identifying the research question, selecting relevant studies, study selection, charting the data, and summarizing the results. The findings emphasize that teacher resilience in Indonesia is not solely an individual trait but rather a dynamic interplay of personal characteristics, professional skills, social support, and organizational factors. The research highlights the crucial role of self-efficacy, emotional regulation, and social networks, as well as the importance of school leadership and community support in fostering resilience.
Embedding Content and Language Integrated Learning (CLIL) into English for specific purposes curriculum for vocational high school Mukadimah, Hertati; Sahayu, Wening
Jurnal Pendidikan Vokasi Vol. 11 No. 2 (2021): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v11i2.41065

Abstract

English is agreed upon as the standard language of communication throughout the world, including Indonesia. With this, teaching and learning English should be an integral part of the national education system in Indonesia because of the importance of English globally. One of the curricula in Indonesia that focuses on teaching English for Vocational High Schools (VHS) is English for Specific Purposes (ESP), where students learn English according to their needs and fields of interest. With the existence of this ESP as well as a variety of teaching methods and approaches, there is one approach that is considered truly effective in teaching this ESP program, namely the Content and Language Integrated Learning (CLIL) approach. This study aims to explore a set of literature to clarify the CLIL approach and determine if the evidence shows benefits in implementing the approach into the English for Specific Purposes (ESP) curriculum. The paper took a literature review approach and explored ten articles selected with specific criteria of being published within 2014-2020. The literature shows that the implementation of CLIL does have a positive output toward the teaching and learning process, especially for those who take English for specific purposes, such as in vocational high schools. The approach improves the linguistics aspects and the non-linguistic aspect or the students' soft skills, such as high order thinking skills, problem-solving, enhanced communication, intercultural awareness, and motivation in learning. However, to meet the success of the implementation of CLIL in the ESP curriculum, some considerations and special requirements are needed. The two distinctive preparation are the syllabus for the curriculum and the readiness of human resources; the teachers. Before applying the CLIL, the two factors mentioned need mechanisms that will support the success of CLIL for the ESP curriculum in vocational high schools. The writer proposes a model to be implemented if the curriculum for vocational high schools is going to apply CLIL. Yet, it needs more researches in the future to make sure whether the model works well or needs more improvements.
Co-Authors Wening Sahayu