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p-Index From 2021 - 2026
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All Journal Al Ishlah Jurnal Pendidikan
Muhammad Asrori
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Other

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Project-based Learning (PBL) in EFL learning: Lesson from Indonesia Ngadiso Ngadiso; Teguh Sarosa; Muhammad Asrori; Nur Arifah Drajati; Anis Handayani
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (571.046 KB) | DOI: 10.35445/alishlah.v13i2.558

Abstract

Project-based learning (PBL) has gained popularity in education recently. This teaching method provides opportunities for students to learn independently by doing group works in the form of a project. It is seen as a suitable method to teach EFL to replace the traditional ways of teaching. Thus, this case study explores the students' and teachers' experience implementing PBL in the EFL class. Three EFL classes from three different high schools in Indonesia were observed to explore this issue. Six students and three teachers were interviewed to confirm the observation’s result and determine their perception of learning using PBL. The findings show that the class situation improved positively after implementing PBL. Furthermore, PBL was well perceived by both students and teachers. The teaching and learning process went smoothly and well-controlled. The students and teachers show positive perceptions toward PBL in EFL classes. However, some negative points of PBL were also pointed out. Thus, educational sectors may use this study's results to improve the educational quality, specifically for EFL classes. 
Mapping the Terrain: EFL Teachers’ Acceptance of Generative AI Integration in Lesson Planning Muhammad Asrori; Endang Setyaningsih
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6253

Abstract

Grounded in the Technology Acceptance Model (TAM), this study explores high school EFL teachers’ perceptions of the ease of use (PEU) and usefulness (PU) of Generative AI (Gen-AI) MagicSchool for lesson planning. It further investigates the factors influencing their acceptance or resistance to adopting this technology after undergoing a Gen-AI training session. A mixed-methods approach was employed. Quantitative data were gathered through a TAM-based questionnaire tailored to the features of Gen-AI MagicSchool, while qualitative insights were obtained via focus group interviews. The questionnaire assessed teachers’ perceived usefulness, ease of use, attitudes, and behavioral intentions. Focus groups explored nuanced factors influencing acceptance or hesitation. Thematic analysis revealed generally positive perceptions of Gen-AI. Teachers found the tool easy to use and valuable for lesson planning, indicating an intention to continue exploring its applications. However, concerns emerged about the prompt formulation and the contextual relevance of AI-generated outputs. These concerns highlighted the need for pedagogical alignment and appropriate scaffolding. Findings suggest that while Gen-AI tools have strong potential to support EFL instruction, effective integration depends on enhancing teachers’ content and AI-related competencies. The interplay of PU and PEU was central to shaping behavioral intentions. To foster AI adoption in education, teacher training should include prompt engineering and strategies for AI-human collaboration. Practical exposure to Gen-AI during professional development can strengthen confidence and competence in AI integration.
Co-Authors Anis Handayani Endang Setyaningsih Ngadiso Ngadiso Nur Arifah Drajati Teguh Sarosa