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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.
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 Heri Alfian Herlan Firdaus Ichwandri Iyan Nurdiyan Haris Kadaruddin Kadaruddin, Kadaruddin Karman karman karman Lina Anisah Lisda Pebriyanti Maharani, Puan Marhamah Marhamah Marhamah Moh Riefqy Abbas Muh Nurtanzis Sutoyo Muh. Nurtanzis Sutoyo Netty Huzniati Andas, Netty Huzniati Nining Syafitri Pratiwi, Alifiah Ramadhani, Asti Raslan Riadi Ray Suryadi, Ray Reskiawan, Bimas - S. Samsuddin Saifullah Saifullah Saifullah Saifullah Saputra, I Gede Purwana Edi Sarmadan Sarmadan Sarmadan Sarmadan, Sarmadan Sitti Nurhaliza Solly Aryza Sufri Mashuri Sukmawati, Sukmawati Sumarlin Rengko HR Suriaman Suriaman Sutoyo, Muh Nurtanzis Takwa Takwa, Takwa Tundreng, Syarifuddin Yuliati Yuliati Z. Zakaria Zakaria Zakaria