Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal PREMISE: Journal of English Education and Applied Linguistics Indonesian Journal of Multidisciplinary and Educational Researcher
Al-Awawdeh, Nabil
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
ASSESSING PRESERVICE ENGLISH TEACHERS’ METACOGNITIVE AWARENESS AND ITS RELATION TO THEIR TEACHING PERFORMANCE Wahyuni, Sri; Al-Awawdeh, Nabil; Aini, Nurul
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.15414

Abstract

Metacognition becomes one of the most psychological concepts and the important domain in any teaching and learning process. It is assumed that students with high level of metacognitive awareness tends to have high academic achievement. However, the relation of metacognitive awareness and teaching performance of pre-service teachers are still questionable. This study aims at investigating the preservice English teachers’ metacognitive awareness and its relation to their teaching performance in UIN Syekh Wasil Kediri. By employing correlational research design, thirty-three preservice English teachers joined this study. Metacognitive awareness inventory (MAI) adopted from Schraw and Dennison (1994) was used to collect the data on metacognitive awareness level, and teaching practicum checklist to evaluate teaching performance. In analyzing the data, descriptive statistics and Pearson Bivariate correlation analysis through SPSS were used. The finding shows that there was no significant relationship between metacognitive awareness and teaching performance of preservice English teachers. The significant value obtained was higher than the significant level (0.557 > 0.05). Furthermore, when both types (metacognitive knowledge and metacognitive regulation) were analyzed separately, there was no significant relationship between metacognitive knowledge and teaching performance (.532 ˃ .05), and between metacognitive regulation and teaching performance (.584 ˃ .05. It implied that metacognitive awareness may not become the main determinant factor in teaching performance of preservice English teachers; other factors such as linguistics competence may influence more on teaching performance. 
Self-Regulated Learning through the Integration of Kurikulum Berbasis Cinta (Love-Based Curriculum) in Digital Education: A Conceptual Analysis Rahmawati, Emma; Al-Awawdeh, Nabil
Indonesian Journal of Multidisciplinary Educational Research Vol. 4 No. 1 (2026): April 2026
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v4i1.8173

Abstract

The development of Self-Regulated Learning (SRL) is a critical requirement in elementary education, particularly in Madrasah Ibtidaiyah, to enable students to independently manage and take responsibility for their learning processes. However, the implementation of SRL in instructional practices has not yet been carried out in a systematic and comprehensive manner, especially when curriculum design and the use of instructional media are developed separately. This article examines efforts to strengthen SRL among Madrasah Ibtidaiyah students through the implementation of a Kurikulum Berbasis Cinta (Love-Based Curriculum) (LBC) integrated with the use of digital learning media. This study employs a qualitative approach using a literature review method, involving an examination of books, scholarly articles, and policy documents related to SRL, the Kurikulum Berbasis Cinta known as KBC (Love-Based Curriculum), and digital learning. The findings indicate that the application of the KBC supported by digital learning media fosters the formation of an inclusive, humanistic, and emotionally safe learning environment, while simultaneously cultivating values of empathy, responsibility, and self-awareness among students. The values embedded in the KBC function as affective and ethical foundations in the self-regulation process, whereas digital learning media serve as facilitative tools that support learning planning, control, and reflection. Therefore, the integration of a KBC and digital learning media contributes to the comprehensive strengthening of Self-Regulated Learning among Madrasah Ibtidaiyah students and offers practical implications for the development of more adaptive, humanistic, and sustainable madrasah learning designs.
Co-Authors Aini Nurul Emma Rahmawati Sri Wahyuni