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All Journal English Review: Journal of English Education IJIET (International Journal of Indonesian Education and Teaching) IJoLE: International Journal of Language Education EDUTEC : Journal of Education And Technology MEDIASI Jurnal Kajian dan Terapan Media, Bahasa, Komunikasi Jurnal Kewarganegaraan Yayasan Cita Cendikiawan Al Khwarizmi Dharmas Education Journal (DE_Journal) International Journal of Education, Social Studies, And Management (IJESSM) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) BABASAL English Education Journal APPA : Jurnal Pengabdian Kepada Masyarakat JLE: Journal of Literate of English Education Study Program SWARNA: Jurnal Pengabdian Kepada Masyarakat
Yawan, Hendri
Universitas Sembilanbelas November Kolaka
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IMPLEMENTING DIFFERENTIATED INSTRUCTION IN INDONESIAN SECONDARY SCHOOLS: OPPORTUNITIES AND CHALLENGES FROM LANGUAGE TEACHERS Tundreng, Syarifuddin; Yawan, Hendri; Marhamah, Marhamah
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10741

Abstract

The implementation of differentiated instruction (DI) is significant, as Indonesia's new curriculum emphasizes its role in enhancing student learning outcomes and accommodating diverse learning needs. This study employs a qualitative case study approach to explore the teachers’ understanding, benefits and challenges in implementing Di within language classroom. The research involved five teachers from three public secondary schools in Indonesia, all with a minimum of five years of teaching experience. Data collection encompassed multiple ways, including semi-structured interviews, classroom observations, and document analysis, following a thematic analysis framework. Findings revealed that while teachers recognized the benefits of DI in fostering student engagement and catering to diverse learning needs, they faced challenges such as time constraints for preparation, varying levels of student responsiveness, and difficulties in obtaining parental support, which hindered the overall effectiveness of instruction. This research contributes to the discourse on DI in education by highlighting practical insights for enhancing teaching practices and addressing the complexities involved in meeting diverse student needs.
IMPLEMENTATION OF A MOBILE APPLICATION BASED ON MULTIMEDIA AND AI FOR INTERACTIVE LEARNING IN HIGHER EDUCATION Kadaruddin; Muh. Nurtanzis Sutoyo; Heri Alfian; Karman; Hariadi Syam; Hendri Yawan; Alifiah Pratiwi; Marhamah
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 2 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i2.2725

Abstract

The advancement of technology in education has led to the development of interactive and personalized learning tools. This research focuses on creating mobile learning application with multimedia and AI support to improve student engagement, motivation, and academic performance in higher education. This research aims to answer the question: How effective is an AI-based mobile learning app with multimedia support in enhancing student interactivity, motivation, and performance in higher education? The research follows the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data was collected from expert validators (media and material experts) and student feedback. A quantitative descriptive analysis was done using Likert-scale instruments to measure user experience, interactivity, motivation, and learning outcomes. The application was tested on 38 students, and their feedback was used to assess its effectiveness. The results show that the AI-based mobile learning app significantly improved student interactivity, motivation, and academic performance. The post-test results showed an average score of 81.82%, indicating an improvement in learning outcomes. Students expressed high satisfaction with the app’s interactivity, multimedia content, and personalized learning paths. The AI-driven real-time feedback contributed to a more engaging learning experience. In conclusion, the AI-based mobile learning app with multimedia support effectively enhances student engagement, motivation, and academic performance. The integration of personalized learning paths and real-time feedback makes learning more interactive and adaptive. These findings highlight the need to design future mobile learning apps that prioritize accessibility and adaptability.
Designing an AI-Integrated LMS: EFL Teachers’ Views on Affordances and Challenges Yawan, Hendri; Abin, Rais; Marhamah; Maharani, Puan
JLE: Journal of Literate of English Education Study Program Vol 6 No 1 (2025): Volume 6 Number 1 July 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i1.3867

Abstract

The integration of generative artificial intelligence (GenAI) into English as a Foreign Language (EFL) learning is an emerging area of inquiry, particularly in contexts undergoing curriculum reform. This study explores how embedding ChatGPT into a Learning Management System (LMS) can support secondary EFL teachers’ instructional practices. Despite national efforts to improve digital infrastructure and pedagogical innovation, many EFL teachers still struggle with effectively using LMS platforms for language instruction. The study adopted a Design-Based Research (DBR) guided by the Software Development Life Cycle (SDLC) Waterfall model, to design, implement, and evaluate an AI-integrated LMS. Data were collected through surveys, interviews, and user walkthroughs with six secondary EFL teachers. Findings show that the AI-enhanced LMS improved usability, instructional planning, language material development, and teacher confidence. Teachers described the AI chatbot as a supportive thinking partner for generating lesson ideas, workload and encouraged pedagogical reflection. At the same time, they raised concerns about student overreliance, content accuracy, and the ethical boundaries of AI use. These insights highlight the importance of co-design, context-sensitive implementation, and critical digital literacy in GenAI integration. This study contributes to growing conversations on AI in secondary education by emphasizing the role of teacher agency, ethical awareness, and system adaptability. It suggests that GenAI, when grounded in local practice, can act not only as a technical tool but as a catalyst for language pedagogical instruction.
GAME-CHANGING LEARNING: HOW DIGITAL GAMES BOOST LEARNING ENGAGEMENT Yawan, Hendri; Marhamah, Marhamah; Syam, Hariadi
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.8622

Abstract

The research examines how Digital Game-Based Learning (DGBL) offers some advantages for secondary school students’ Engagement in the EFL classroom in Indonesia. It also investigates some drawbacks encountered during DGBL implementation and provides refutations to disprove the counterarguments. The methodology undertaken is a synthesis research methodology. Relevant literature was obtained through peer-reviewed articles from reliable journals such as Google Scholar, ERIC, ProQuest Education Journal, and other relevant sources. The findings further reveal that teaching EFL classrooms under the framework of DGBL benefits students in three ways. Firstly, digital games can engage students’ emotions in the learning process by promoting a psychological state that is commonly known as a flow condition. It refers to playing a digital game with fun, interest, and deep concentration. Secondly, DGBL can engage students’ cognition by providing problem-solving activities that help students think critically to decipher the challenges of the games. Lastly, DGBL can also promote behavioral engagement by situating students in cooperative learning activities, which, with guidance from teachers, encourage students to participate collaboratively as a team during the gameplay. In this study, the investigation only focuses on which aspects of DGBL can significantly leverage students’ engagement in the EFL learning classroom. Therefore, further analysis is required to examine how DGBL can be an effective instructional strategy to meet the English standard competencies in the Indonesian national curriculum.
Artificial Intelligence Enhanced Learning Management System: Supporting Merdeka Belajar-Kampus Merdeka (MBKM) at a State University in Indonesia Anisah, Lina; Yawan, Hendri; Marhamah, Marhamah
International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 4 No. 3 (2024): The International Journal of Education, Social Studies, and Management (IJESSM)
Publisher : LPPPIPublishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/ijessm.v4i3.414

Abstract

This research aims to develop an e-learning system integrated with ChatGPT in enhancing students' learning outcomes within the Merdeka Belajar Kampus Merdeka (MBKM). By adopting the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) approach, this study indicates a remarkable 80% satisfaction rate among users of the e-learning platform. Despite focusing on the e-learning development stage and content preparation, there remains an avenue for further investigation, specifically in the realm of classroom action research. The implementation of this e-learning portal stands as a significant milestone in educational technology, emphasizing accessibility, adaptability, and cost-efficiency, offering a durable platform for educational content. User feedback underlines the success of this development, endorsing its continued usage and potential for further advancements. This research not only addresses the immediate effectiveness of integrating ChatGPT into e-learning but also showcases the potential for continual enhancement and the ongoing evolution of educational technologies within the MBKM initiative at Universitas Sembilanbelas November Kolaka.
Model Blended Learning: Cross-Sectional Efektivitas di Masa Post-Pandemi Covid-19 Suriaman, Suriaman; Ramly, Amisbah; Rachman, Fazli; Sukmawati, Sukmawati; Yawan, Hendri; Haris, Iyan Nurdiyan
Jurnal Kewarganegaraan Vol 6 No 2 (2022): Desember 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i2.3321

Abstract

AbstrakKasus pandemi covid-19 mulai menurun pada tahun 2021 yang membuat beberapa institusi pendidikan mengeluarkan kebijakan akademik kepada dosennya untuk melaksanakan proses perkuliahan bisa dilakukan dengan menggunakan model blended learning. Di masa post-pandemi covid-19, perguruan tinggi bisa menggabungkan metode pembelajaran campuran antara tatap muka secara langsung maupun secara daring dalam satu semester perkuliahan dengan tetap memperhatikan protokol kesehatan. Tujuan penelitian ini untuk mengetahui seberapa besar efektivitas pembelajaran dengan model blended learning di masa post-pandemi covid-19 pada mahasiswa Program Studi Pendidikan Pancasila dan Kewarganegaraan Universitas Sembilanbelas November Kolaka pada tahun akademik 2021/2022. Penelitian ini menggunakan pendekatan kuantitatif melalui metode survei dengan jenis cross-sectional. Responden pada penelitian ini sebanyak 34 mahasiswa yang tersebar di 4 angkatan yang masih aktif dengan teknik penarikan sampel quota sampling. Hasil penelitian menunjukkan bahwa 2,9% sangat setuju, 73,5% setuju, 17,6% cukup setuju, dan 5,9% kurang setuju jika model blended learning dari segi efektivitasnya pada proses perkuliahan membuat mahasiswa merasa puas selama pembelajaran berlangsung.Kata Kunci: Model Blended Learning, Post-Pandemi Covid-19, Mahasiswa AbstractThe cases of the covid-19 pandemic began to decline in 2021, which made some educational institutions have issued academic policies to their lecturers to implement a blended learning model in the learning process. In the post-covid-19 period, universities can implement the hybrid learning by blending the face-to-face learning and online learning in one semester but needs to follow the health protocols of Covid-19. The purpose of this study was to find out how effective the blended learning model during the post-covid-19 pandemic for the students of the Pancasila and Citizenship Education Study Program at Universitas Sembilanbelas November Kolaka in the 2021/2022 academic year. This research used quantitative approach and a survey through method with a cross-sectional type. Respondents in this study were 34 active students spread over 4 batches who were using quota sampling technique.  The results showed that 2,9% of respondents strongly agree, 73,5% of respondents agree, 17,6% of respondents quite agree, and 5,9% of respondents disagree if the implementation of blended learning model related to its effectiveness made the students fell satisfied during the learning process.Keywords: blended-learning model, post pandemic of covid-19, students
Augmented Reality Application: Current status, opportunities, and challenges of Indonesian secondary education context. Hendri Yawan
EDUTEC : Journal of Education And Technology Vol. 5 No. 2 (2022): March 2022
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v5i3.327

Abstract

This article aims to investigate the studies about the implementation Augmented Reality (AR) in Education, particularly to have a closer look at the opportunities and challenges of AR application in Indonesian educational context. Finding of this study were analyzed through a synthesis research. The current empirical studies related to AR implementation in education were descriptively analyzed, and carefully synthesized. AR is one of the emerging technologies which has a big promise on teaching and learning. This study reveals that AR may offer a meaningful and engaging learning experiences because AR based learning can provide critical thinking activity with problem solving tasks. Furthermore, well-designed AR may situate a collaborative learning which can enhance students’ positive behavior and attitude. However, this essay also reveals some limitations of AR application need to be taken into consideration, especially when it comes to technological and learning issues. Consequently, AR may not be the ideal solution for all learning settings, yet the ongoing development of AR technology on handheld mobile devices offers a big optimism for future learning. It is highly expected that the vast development of AR may positively influence learning and become more significant in the future.
Co-Authors Abin, Rais Agus Nasir Agus Nasir, Agus Al Furqan, Al Alifiah Pratiwi Amisbah Ramly Aninsih, Putri Anwar Hidayatulloh Ashari Ashari Claudien Ezra Yosaputri Dandy Ramadhan Faisal Ade Putra Fazli Rachman Halil, Nur Ihsan Hariadi Syam Hariadi Syam Hariadi Syam, Hariadi Heri Alfian Herlan Firdaus Ichwandri Iyan Nurdiyan Haris Kadaruddin Kadaruddin, Kadaruddin Karman karman karman Lina Anisah Lisda Pebriyanti Maharani, Puan Marhamah Marhamah Marhamah Marhamah Marhamah Moh Riefqy Abbas Muh Nurtanzis Sutoyo Muh. Nurtanzis Sutoyo Netty Huzniati Andas, Netty Huzniati Nining Syafitri Pratiwi, Alifiah Ramadhani, Asti Ramly, Amisbah Raslan Riadi Ray Suryadi, Ray Reskiawan, Bimas - S. Samsuddin Saifullah Saifullah Saputra, I Gede Purwana Edi Sarmadan Sarmadan Sarmadan Sarmadan, Sarmadan Sitti Nurhaliza Solly Aryza Sufri Mashuri Sukmawati Sukmawati Sukmawati, Sukmawati Sumarlin Rengko HR Suriaman Suriaman Sutoyo, Muh Nurtanzis Takwa Takwa, Takwa Tundreng, Syarifuddin Yuliati Yuliati Z. Zakaria Zakaria Zakaria