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All Journal Indonesian Journal of Islamic Education Studies (INJURIES) Journal of Education and Teacher Training Innovation (JETTI)
Salarian, Hossein
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Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Reactions of EFL Learners to an Unfairness Test Salarian, Hossein
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.174

Abstract

The matter of bias is more muddled by the problem of obviously differentiating components of culture and instructional background from the language capacities we want to measure. This study investigates the reaction of English as a Foreign Language (EFL) learners to perceived test unfairness, examining the role of social class and gender in test performance. Drawing on fairness theories and using the reading section of the IELTS test, thirty-four intermediate-level learners were initially pretested and grouped according to gender and social class. After exposure to a uniform instructional treatment, participants completed a posttest. For this purpose, both descriptive and inferential statistics were used to compare the results of the groups. In order to make sure that the differences between the groups are not statistically significant, a one-way ANOVA was employed. Results revealed significant disparities in performance linked to social class and gender, suggesting the presence of test unfairness or differential access to the skills required. This study underscores the importance of validating assessment instruments not only in terms of construct validity but also in terms of fairness across sociocultural demographics. There are some theoretical and practical implications involved in this study.
Moral Education Through Social Media in the Perspective of Islamic Digital Education Salarian, Hossein; Hosseini, Seyyed Maryam
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.203

Abstract

This study aims to examine social media usage strategies in moral education, assess the influence of digital content on character building, and offer a social media-based moral learning framework. This study uses a qualitative approach with a library research method through analysis of international scientific literature indexed by Google Scholar and Scopus (2018–2025). Literature selection was conducted using specific criteria: (1) published in reputable journals, (2) relevant to moral education and social media, (3) accessible in full text, and (4) written in English or Indonesian. A total of 35 articles were analyzed after the screening process. The results show that effective strategies for moral education through social media include creative packaging of Islamic content, strengthening interactivity, digital role models, forming virtual communities, and Islamic digital literacy. The findings also show that digital content has a dual effect: it can strengthen moral and prosocial values, but it also has the potential to weaken character if students are exposed to negative content without critical literacy. Furthermore, this study offers a social media-based moral learning framework that integrates Islamic content, interaction, community, role models, digital literacy, and the use of algorithms to strengthen moral values. This study provides theoretical contributions to the development of digital-based Islamic moral education, as well as practical contributions to designing learning strategies that are adaptive to the needs of the 21st century generation.
Co-Authors Hosseini, Seyyed Maryam