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All Journal Hemera Zoa Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Jurnal Kebijakan dan Pengembangan Pendidikan Tell : Teaching of English Language and Literature Journal REiD (Research and Evaluation in Education) Journal of Education Technology Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Journal of Language and Literature JOLLT Journal of Languages and Language Teaching Journal of Educational Studies
Estu Widodo
Universitas Muhammadiyah Malang
Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences Other

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Teaching English to Young Learners: Professional development trainings for primary school teachers in implementing Kurikulum Merdeka Estu Widodo; Khoiriyah Khoiriyah
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 7 No 2 (2025): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v7i2.1466

Abstract

Kurikulum Merdeka, which is the latest educational curriculum, includes English as one of the subjects given at the elementary school level. This community service initiative was conducted in response to the challenges faced by elementary schools in implementing the Merdeka Curriculum, particularly concerning English language instruction. At SD Negeri Tunggulwulung 2, English is currently offered only once a week as an extracurricular activity, which has been deemed insufficient and ineffective in achieving the curriculum's goals. Several issues were identified through initial observations and focus group discussions with school principals and teachers, including the limited teaching techniques employed by homeroom teachers, the lack of appropriate English learning resources in classrooms, and the need to enhance the overall quality of English instruction for young learners. The objectives of this community service are addressing these issues by providing professional development training and creating a guidebook for teachers regarding teaching techniques for teaching English to young learners. The study implied a notable improvement in teachers’ knowledge of techniques for teaching English to Young Learners. Thus, after the PD series, several objectives were achieved based on the evaluation including: 1) Increased teacher competence and knowledge of English language teaching techniques appropriate for young learners, 2) Enhanced teaching confidence; many teachers reported greater confidence in planning and delivering English lessons, and the use of teaching EYL manual book, and 3) The specially developed teacher guidebook was effectively utilized as a practical reference.
The Challenges and Opportunities of Implementing a Cambridge Primary Curriculum in Local Schools: A Qualitative Case Study of Linguistic and Cultural Negotiation at SD Muhammadiyah 3 ICP Sumberrejo Muryanti; Estu Widodo; Santi Prastiyowati
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2875

Abstract

This study explores the implementation of the Cambridge Primary Curriculum in a faith-based primary school context at SD Muhammadiyah 3 ICP Sumberrejo, Bojonegoro, Indonesia. The research focuses on how international curriculum standards are negotiated within local linguistic, cultural, and religious realities, particularly through English-Medium Instruction (EMI). Employing a qualitative approach with a critical ethnographic design, data were collected through four techniques: in-depth interviews, classroom observations, document analysis, and focus group discussions involving teachers, students, parents, and school administrators. The findings reveal that the integration of the Cambridge curriculum with Muhammadiyah Islamic values and Javanese local wisdom has produced a hybrid educational model that is both adaptive and contextually grounded. The study further shows that EMI functions as a dynamic site of linguistic and cultural negotiation. Teachers play a central role as mediators by employing strategic code-switching, bilingual scaffolding, contextual translation, and localized material adaptation to support students’ conceptual understanding. These practices enable students to engage with global knowledge while maintaining cultural and religious rootedness. This study contributes theoretically to discussions on curriculum internationalization by emphasizing the importance of linguistic negotiation within curriculum hybridity. The findings highlight that successful international curriculum implementation in local faith-based schools depends not only on structural integration but also on culturally and linguistically responsive pedagogical practices
Co-Authors . Hariah . Yuriati Abidah, Lailatul Asih, Ria Arista Aulia Khoirunnisa Bayu Hendro Wicaksono Dharmala, Bayu Eka Putri Kurniatiningsih Franciscus Xaverius Sudarsono Hattahin Hattahin Innayatul Robania In’am, Akhsanul Khoiriyah, Khoiriyah Muryanti Nurul Chojimah Puji Sumarsono Santi Prastiyowati Thea Karuni Respati Theresia Elisvita