Article Per Year (5 Year)
p-Index From 2021 - 2026
4.033
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This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Nuances of Indonesian Language Indonesian Journal of Social and Educational Studies DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Curricula : Journal of Teaching and Learning Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia HUMAN: South Asian Journal of Social Studies Neologia: Jurnal Bahasa dan Sastra Indonesia SOCIETIES: Journal of Social Sciences and Humanities INSIGHT: Indonesian Journal of Social Studies and Humanities Seminar Nasional Hasil Penelitian LP2M UNM Indonesian Language Education and Literature
Sultan Sultan
Universitas Negeri Makassar
Religion Arts Humanities Chemistry Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : curricula journal of teaching and learning

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CRITICAL LISTENING DEFICITS IN HIGHER EDUCATION: A SYSTEMATIC REVIEW OF METACOGNITIVE GAPS, ARGUMENT EVALUATION, AND LEARNING ANXIETY Gaffar, Muh Syukri; Sultan; Pahar, Usman
Curricula: Journal of Teaching and Learning Vol. 11 No. 1 (2026): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

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Abstract

Critical listening is a high-level language skill that plays an important role in the academic success of students in higher education. However, research that explicitly discusses the problem of critical listening in students is still widespread and has not been systematically mapped. This research aims to identify and synthesize the problem of critical listening in university students through the Systematic Literature Review (SLR) approach. This study refers to the PRISMA 2020 guidelines with data sources coming from the ScienceDirect database, Taylor & Francis Online, and the Education Resources Information Center (ERIC). Literature searches are limited to peer-reviewed journal articles published in the 2021–2025 range. Of the total 674 articles identified, 9 articles met the inclusion criteria and were further analyzed. The results of the synthesis show that students critical listening problems include the limitations of advanced metacognitive strategies, low evaluation ability of oral arguments, the influence of affective factors such as listening anxiety and cognitive load, and listening learning designs that are not yet oriented towards critical thinking. The contribution of this research lies in presenting the latest systematic mapping of the problems of critical listening in higher education students, as well as offering a conceptual framework based on literature findings that can be the basis for the development of a critical listening learning model that is integrated with metacognitive strategies, argumentative evaluation, and learning reflection. This research emphasizes the need to develop listening learning that explicitly integrates metacognitive strategies, critical evaluation, and reflection in the context of higher education.
DIGITAL READING IN EDUCATIONAL CONTEXTS: A PRISMA-GUIDED SYSTEMATIC REVIEW OF MODE EFFECTS, METACOGNITION, AND SOCIAL JUSTICE IMPLICATIONS Muh. Bahly Basri; Sultan; Usman; Iin Nur Yasinta
Curricula: Journal of Teaching and Learning Vol. 11 No. 1 (2026): Curricula : Journal of Teaching and Learning
Publisher : LLDIKTI Wilayah X

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Abstract

Digital reading has become ubiquitous in educational settings, yet its impact on learning outcomes remains complex and context-dependent. This systematic literature review synthesizes evidence from nine open-access articles published by Taylor & Francis between 2021 and 2025, focusing on digital reading within the education subject area. Adhering to PRISMA 2020 guidelines, the study employed a rigorous screening process to identify relevant research, followed by thematic synthesis to extract key characteristics, outcomes, and implications. The analysis reveals four predominant themes shaping current discourse. First, mode effects highlight inequality-sensitive patterns in large-scale assessments, suggesting that digital formats may exacerbate existing achievement gaps if not carefully managed. Second, metacognitive navigation and strategic processing emerge as critical determinants of comprehension, emphasizing the need for learners to actively regulate their engagement with digital texts. Third, the review examines digital early-literacy ecosystems, underscoring the importance of home literacy supports, shared digital storybook reading, and established quality principles for children’s digital picture books in fostering foundational skills. Fourth, critical–ecological perspectives reframe digital reading through lenses of attention, curriculum design, and social justice, advocating for a holistic approach to future literacy practices. The findings indicate that benefits of digital reading are most pronounced when instructional scaffolds, high-quality design, and equitable access are explicitly prioritized. Conversely, risks such as superficial processing arise when efficiency-driven logics dominate without adequate support for deep comprehension. Consequently, this study proposes targeted implications for pedagogy, interface design, assessment frameworks, and future research directions. By integrating these insights, educators and policymakers can better navigate the challenges of digital literacy, ensuring that technological integration supports rather than hinders equitable and profound learning experiences in diverse educational contexts.
Co-Authors A. H. Rofi'uddin A. Nurwahida Asmi Safitri AJ., Andi Agussalim Akmal Hamsa Andi Nurwana Gani Andi Rurisfiani Arnovlin Evilin Pali' Asia M Asia M. Astriyanti Astriyanti Didin Widyartono Gaffar, Muh Syukri Gatut Susanto Hasnawi Haris Helmi Muzakki Herman Iin Nur Yasinta Imran Imran Magvira Magvira Mardiana Mardiana Mayong Maman Muh. Bahly Basri Muh. Mursyid Rahman Muh. Taufiq Muhammad Rapi Muhammad Rapi Muhammad Rapi Muhammad Rapi Tang Nensilianti Nensilianti Nur Asyikin Nurfadillah Nurfadillah Nurhaliza Nurhaliza Nurlatifah Khairiyah Nurlina Amirruddin Pahar, Usman Rahmania Rahmania Ramly Ramly Reski Nahal Reza Reynaldi Sakaria Sakaria Salam Salam Sri Rukmaeni Resa St. Nurhadijah Akhmad Suardi Sulqadri Sulqadri Sunan Fatwa Rosfi Syamsudduha Syamsudduha Usman Usman Usman Usman Usman Wahyuni Wahyuni