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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Foreign Language Teaching and Learning Indonesian Journal of Learning and Instruction English Language Teaching Educational Journal Prosiding Seminar Nasional Program Pengabdian Masyarakat International journal of education and learning Teaching English as a Foreign Language Journal Journal of Community Empowerment Studies in English Language and Education
Eko Purwanti
Universitas Muhammadiyah Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Voices of English education department teachers on traces of neoliberal ideology in the ‘Kampus Merdeka’ concept Endro Dwi Hatmanto; Bambang Widi Pratolo; Eko Purwanti
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.24694

Abstract

Neoliberal ideology’s influence on higher education has been a concern for researchers on a global scale. Indonesian researchers have also examined the practice of neoliberalism in higher education. However, they only focused on the managerial dimension and there is a dearth of literature on the influence of neoliberalism ideology on educational policy. This study intends to close a gap in earlier studies by investigating the ideological remnants of Neoliberalism in the notion of ‘Kampus Merdeka’ or Emancipated Learning as perceived by 12 lecturers at English Education Department in Yogyakarta. This study employed a qualitative approach through the use of semi-structured interviews. The study found that university and departmental missions were aligned with industry demands; the curriculum was driven by industry; the teaching and learning process was determined by the market; the Tridharma of Higher Education was extended to industry; little emphasis was placed on moral and religious values; curriculum “vocationalization” was emphasized; collaboration with industry was focused; academic commodification and consumerism increased; and academic commodification and consumerism accelerated. The findings added to a new existing theme, that is increased collaboration with industry. Moral and religious values must be incorporated into the curriculum, as they are absent in ‘Kampus Merdeka’ paradigm.
ENHANCING PEDAGOGICAL COMPETENCIES IN PRE-SERVICE TEACHERS’ THROUGH MICROTEACHING: A QUALITATIVE STUDY Eko Purwanti; Graciella Indrawati Suhargo
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.9553

Abstract

Pedagogical competence is one of compulsory competencies required for teachers to perform their tasks professionally. To produce qualified teachers, many teacher training institutions provide courses that can help pre-service teachers build their pedagogical competences, such as Microteaching. However, not all pre-service teachers understand the importance of this course, and they barely take this course seriously. This research aimed to explore how Microteaching course can assist pre-service teachers build their pedagogical competences and explores its aspects that can be improved. Utilizing qualitative approach, six participants of preservice teachers of English language education department of Private University in Central Java were involved, and they were individually interviewed to collect the data. Microteaching course enables pre-service teachers build their pedagogical competences in that 1) it improves their lesson plan, 2) it provides them with teaching practice experiences, and 3) it gives opportunities for them to evaluate their teaching practices. In addition, Microteaching course enables the pre-service teachers to build their pedagogical competencies aspects, comprising 1)identifying students’ characteristics, 2) carrying out reflection, 3) understanding students’ learning, 4) developing students’ potentials, 5) building good communication skills, and 6) carrying out assessment and evaluation. As microteaching course enables pre-service teachers improve their pedagogical knowledge in many aspects, students of teacher training should take the course more seriously. 
NAVIGATING PARENTING IN THE DIGITAL ERA: EDUCATIONAL STRATEGIES TO PREVENT YOUTH MISCONDUCT Suryanto Suryanto; Endro Dwi Hatmanto; Eko Purwanti; Bambang Widi Peratolo
Journal of Community Empowerment Vol 5, No 1 (2026): Maret
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v5i1.38682

Abstract

ABSTRAKProgram pengabdian masyarakat ini, yang berjudul “Menavigasi Peran Orang Tua di Era Digital: Strategi Pendidikan untuk Mencegah Perilaku Buruk Remaja,” merupakan inisiatif strategis yang dirancang untuk mengatasi dampak kondisi sosial-ekonomi dan literasi digital terhadap peran orang tua di komunitas pedesaan Dusun Nganti. Program ini menyediakan lokakarya terstruktur, modul pelatihan interaktif, dan kegiatan keterlibatan masyarakat bagi 52 peserta, yang bertujuan untuk meningkatkan kompetensi orang tua dalam bidang-bidang seperti kesadaran akan risiko digital, pengaturan emosi, dan komunikasi reflektif. Evaluasi dengan metode campuran—yang mencakup tes pra dan pasca, observasi, serta umpan balik peserta—mengonfirmasi peningkatan signifikan dalam kepercayaan diri orang tua untuk membimbing pengalaman digital anak-anak mereka secara efektif, dengan ukuran efek yang substansial teramati pada 15 indikator. Inisiatif ini juga menekankan empati, kolaborasi dengan komunitas, dan relevansi budaya sebagai strategi pedagogis inti. Tindakan lanjutan—seperti kelompok dukungan sesama dan bimbingan—dirancang untuk mendorong perubahan perilaku jangka panjang. Temuan ini menegaskan kelayakan program sebagai model yang dapat direplikasi untuk menumbuhkan ketahanan keluarga dan melindungi remaja di lingkungan pedesaan yang sedang mengalami transformasi digital.Kata kunci: Pengasuhan Digital; Masyarakat Pedesaan; Pendidikan Pengasuhan; Pencegahan Perilaku Menyimpang Remaja; Literasi Digital. ABSTRACT     This community service program, named “Navigating Parenting in the Digital Era: Educational Strategies to Prevent Youth Misconduct” is a strategic response to prioritize parenting in bamdenging in Dusun Nganti rural communities jurisdiction effects of socio-economic conditions and digital literacy. The program offered 52 participants organized workshops, interactive training modules, and community engagement activities that improved parental competencies in areas such as digital risk awareness, emotional regulation, and reflective communication. Recognizing significant effect sizes across 15 indicators, a mixed-methods evaluation that included pre- and post-tests as well as observations and participant feedback confirmed significant increases in confidence following participation of parents in more effectively guiding their children’s digital age experiences. The initiative also highlighted empathy, collaboration with community and cultural relevance as core strategies in pedagogy. Follow up actions — for example, peer support groups and mentoring — are intended to promote long-term behavioral change. The findings underpin the viability of the program as a replicable model to foster family resilience and protect youth in digitally transformative rural environments.Keywords: Digital Parenting; Rural Community; Parenting Education; Youth Misconduct Prevention; Digital Literacy.
Peer tutoring in EFL higher education: Exploring students’ learning through the lens of Vygotsky’s Zone of Proximal Development Eko Purwanti; Ghani Rifqi Adli; Endro Dwi Hatmanto; Noor Qomaria Agustina
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2106

Abstract

English plays a crucial role in Indonesian higher education; however, traditional classroom practices often limit opportunities for personalized learning and active student engagement. This study examines peer tutoring as an alternative approach, drawing on Vygotsky’s Zone of Proximal Development (ZPD), which conceptualizes learning as the progression from what learners can do independently to what they can achieve with guidance from More Knowledgeable Others (MKO). Employing a qualitative design, this research explores how peer tutoring supports English language learning in an English Language Education Department at a private university in Yogyakarta. Two main themes emerged from the findings. First, peer tutoring fosters both cognitive and socio-affective development, as students demonstrate enhanced critical thinking, increased motivation, greater confidence, and stronger collaborative relationships within a supportive learning environment. Second, peer tutoring operationalizes ZPD through a structured scaffolding process, beginning with diagnosing learners’ current abilities (Zone of Current Development) and advancing their competence toward independent performance (Zone of Actual Development) through guided interaction, explanation, modelling, and feedback. This study contributes to the growing body of research on student-centered learning by demonstrating how peer tutoring functions as an effective pedagogical strategy that integrates sociocultural theory into practical classroom contexts, particularly in EFL higher education settings.
Exploring lecturers' perspectives on enhancing student employability in English education: Curriculum, pedagogy, and departmental support Endro Dwi Hatmanto; Bambang Widi Pratolo; Eko Purwanti; Sittie Noffaisah Pasandalan
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2121

Abstract

While graduate employability has gained traction in higher education, its interpretation and operationalization in specific disciplines such as English Education have yet to be extensively examined. This study explored the lecturers’ perception of ways in which English Education Department can build the students’ employability through the curriculum, pedagogy and department support along with opportunities and challenges faced when embedding employability-oriented practices into the curriculum. This research used a qualitative design with multiple sites by interviewing ten lecturers of ten English Education Departments in Yogyakarta. Data were collected by conducting semi-structured interviews, which were then analyzed thematically. The results reveal that lecture staff see employability as something for the whole department to teach rather than an adjunct. The report highlights the need to diversify pathways through education, clarify and enhance the professional value of current learning activities, strengthen communication skills and soft skills cultivation, foster authentic and digitally mediated learning experiences, and invest in stronger external partnerships. But these efforts are limited by curriculum congestion, heterogeneous lecturer readiness, sparse institutional networks and tensions between labour-market pressures and disciplinary identity. The paper ends by arguing that in order to improve employability of English Education, coherent program-level co-ordination with sustained commitment at the department level is required.
Distraction, motivation, and multimodality: Generation Alpha students’ and teachers’ perspectives on interactive English guide design Bambang Widi Pratolo; Eko Purwanti; Dat Bao; Hamdan Anwari; Nur Fatimah; Soviyah Soviyah; Dio Fahmi Al Faradhi
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1611

Abstract

Generation Alpha learners bring distinctive digital habits and expectations to English language learning, while teachers face increasing challenges in integrating technology into classroom practice. This study investigates the perspectives of Generation Alpha students and English teachers in urban junior high schools in Yogyakarta, Indonesia, and examines the convergence and divergence in their perspectives to inform an interactive English teacher guide design. This convergent mixed-methods needs analysis involved 1,205 students, 61 English teachers, one school principal, and one English MGMP (Musyawarah Guru Mata Pelajaran, or Teacher Working Group) coordinator. Data in this study were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings revealed that students were digitally ready and preferred interactive, multimodal, and contextualized English learning supported by clear guidance and timely feedback. However, they engaged less frequently in independent language practices and speaking activities. Teachers expressed a strong need for practical, curriculum-aligned resources, including lesson templates, differentiated activities, authentic materials, and ready-to-use assessment tools. Students identified technological distractions, unclear instructions, and lengthy texts as the main learning barriers, whereas teachers emphasized low motivation, limited attention spans, and classroom management challenges. Despite these differences, both groups highlighted the importance of multimodal resources, scaffolded instruction, timely feedback, and clear assessment rubrics. Therefore, an effective teacher guide should incorporate multimodal and scaffolded learning, formative assessment, differentiated instruction, and low-bandwidth digital resources. By integrating students’ and teachers’ perspectives, this study provides an evidence-based foundation for developing contextually relevant instructional resources for Generation Alpha learners.
Co-Authors Bambang Pratolo Bambang Widi Peratolo Bambang Widi Pratolo Dat Bao Dio Fahmi Al Faradhi Evi Puspitasari Ghani Rifqi Adli Gitta Vania Graciella Indrawati Suhargo Hamdan Anwari Hatmanto, Endro Dwi Noor Qomaria Agustina Noor Qomaria Agustina Nur Fatimah Rina Febriani Sarie Ririn Anggraini Salma Octavia Sari, Mariska Intan Sittie Noffaisah Pasandalan Soviyah Soviyah Suryanto Suryanto