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All Journal Journal of English and Arabic Language Teaching Indonesian Journal of Integrated English Language Teaching MODELING: Jurnal Program Studi PGMI Pendas : Jurnah Ilmiah Pendidikan Dasar Edu-Ling: Journal of English Education and Linguistics JURNAL PENDIDIKAN TAMBUSAI The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Joal : Journal of Applied Linguistics Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Penelitian Ilmu Pendidikan Indonesia Innovative: Journal Of Social Science Research IJLHE: International Journal of Language, Humanities, and Education Algebra ONTOLOGI: Jurnal Pembelajaran dan Ilmiah Pendidikan Jurnal Cendekia Ilmiah
Kalayo Hasibuan
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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DIFFERENTIATED TASKS FOR MIXED-ABILITY CLASSROOMS Hasibuan, Kalayo; Reosta Ayu, Ica; Oktaviani, Rizka; Eka Syaputra, Ilham; Febrian, Kevin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52289

Abstract

Mixed-ability classrooms are commonly found in educational settings where students possess different levels of knowledge, learning speed, motivation, and language proficiency. These differences often create challenges for teachers in delivering effective instruction that can accommodate all learners equally. One strategy that can be implemented to address this issue is differentiated tasks. Differentiated tasks refer to learning activities designed according to students’ readiness, interests, and learning styles so that every student can participate actively in the learning process. This paper discusses the implementation of differentiated tasks in mixed-ability classrooms and their impact on student engagement and learning outcomes. The study uses a descriptive qualitative method by reviewing related literature and analyzing classroom practices. The findings show that differentiated tasks help teachers provide fair learning opportunities, improve student participation, and reduce learning gaps among students. In addition, students become more motivated and confident because the tasks are adjusted to their abilities. However, teachers also face challenges such as time management, classroom organization, and the need for creativity in preparing learning materials.
ASSESSING LEARNER PERFORMANCE THROUGH TASK OUTCOMES Kalayo Hasibuan; Fadhilatun Khoiriyah; M. Surya Abdi; Putri Adinda; Tri Rahmat Ragil Safaat
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.52422

Abstract

Assessing student performance through task outcomes is a crucial approach in task-based learning. Traditional methods often focus solely on final exam scores. In contrast, task-based assessment evaluates the application of knowledge to authentic situations, problem-solving skills, communication, collaboration, and critical thinking. This article uses a narrative literature review method by analyzing various journals, books, and academic sources. The findings indicate that this approach is effective in increasing student motivation, engagement, autonomy, and practical language use. This assessment also provides teachers with a more comprehensive picture of student competencies. However, real challenges remain. Teachers often face challenges related to assessment consistency, time management, and the need for clear rubrics. Therefore, effective implementation requires appropriate teacher training, transparent criteria, and balanced feedback. In conclusion, task-based assessment contributes significantly to improving authentic assessment practices and supporting meaningful learning experiences in the modern classroom.
A STORYTELLING IN LANGUAGE TEACHING : STORYTELLING IN LANGUAGE TEACHING Hasibuan, kalayo; klaudia, sindi; Yuliani Puspita, Suci; Dwi Putri , Shalsabila; Ulya, Zainatul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52642

Abstract

Storytelling is an effective strategy in language teaching that can improve students’ language competence and classroom participation. This method provides meaningful learning experiences by integrating listening, speaking, reading, and writing skills into one activity. Through storytelling, students are able to enrich their vocabulary, improve pronunciation, understand grammar usage, and develop communication skills more confidently. In addition, storytelling encourages students’ creativity, imagination, and critical thinking during the learning process. The use of stories from everyday life, local culture, folklore, or personal experiences can make language learning more engaging and understandable for learners. Furthermore, storytelling creates an interactive and student-centered classroom atmosphere that motivates students to participate actively in learning activities. Therefore, storytelling is considered an important and innovative approach in language teaching because it not only enhances students’ language proficiency but also increases motivation, confidence, and active involvement in the classroom.
PRINCIPLE OF ISLAMIC BASED LESSON PLANNING: PRINCIPLE OF ISLAMIC BASED LESSON PLANNING Hasibuan, Kalayo; Saftari, Anggri; Mufida Azzahro, Azizah; Lestari, Azlin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52651

Abstract

Islamic-based lesson planning is an educational approach that integrates Islamic values into all components of learning, including objectives, materials, methods, learning activities, and assessment. This article aims to examine the main principles, benefits, and challenges of implementing Islamic-based lesson planning through a critical narrative literature review. The data were collected from various academic sources published between 2015 and 2025 and analyzed using a thematic analysis approach. The findings reveal four major principles of Islamic-based lesson planning: Tawhid-based orientation, integration of Islamic values into instructional design, character (akhlaq) formation as an educational goal, and contextual as well as adaptive pedagogy. Furthermore, Islamic- based lesson planning contributes positively to students’ academic, moral, spiritual, and social development through the integration of values such as honesty, discipline, responsibility, and social awareness in the learning process. However, its implementation still faces several challenges, including teachers’ limited understanding, insufficient professional training, limited instructional resources, and difficulties in systematically integrating Islamic values across different subjects. Therefore, stronger institutional support, teacher professional development, and more structured implementation frameworks are needed to ensure the successful application of Islamic-based lesson planning.
DESIGNING VALUE INTEGRATED LESSON PLANS: DESIGNING VALUE INTEGRATED LESSON PLANS Hasibuan, Kalayo; Choirunnisyak; Julianida, Elsa; Faturrahman, Farhan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52656

Abstract

ABSTRAK The integration of values into lesson plans has become increasingly important in modern education because schools are expected not only to improve students’ academic achievement but also to develop their character, morality, and social responsibility. This literature review aims to explore the concept of designing value integrated lesson plans, identify strategies for integrating values into classroom instruction, and examine the challenges and benefits discussed in previous studies. This study employs a narrative literature review method by analyzing relevant articles and educational publications from databases such as Google Scholar, ERIC, and Scopus. The findings indicate that value integration commonly includes moral, religious, social, and environmental values, while effective implementation strategies involve discussion-based learning, project based learning, reflective activities, and storytelling. The review also reveals several challenges, including limited teacher training, lack of instructional guidance, and difficulties in assessing value-based learning outcomes. Despite these challenges, the literature consistently demonstrates that value-integrated lesson plans contribute positively to students’ character development, engagement, collaboration, and critical thinking skills. In conclusion, designing value-integrated lesson plans plays an important role in creating meaningful and holistic learning experiences, and this review suggests the need for stronger support from teachers, curriculum developers, and future research regarding practical implementation and assessment methods.
LEARNER CENTERED APPROACHES IN EFL : A LITERATURE REVIEW FROM ISLAMIC EDUCATIONAL PERPSPECTIVES Hasibuan, Kalayo; Samsul Arifin , Muhammad; Agustia, Nada; Nafiis Kelanit, M Yusuf
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52660

Abstract

Learner-Centered Approaches in EFL: A Literature Review from Islamic Educational Perspectives. This study is a literature review that examines learner-centered approaches in English as a Foreign Language (EFL) instruction from Islamic educational perspectives. The study is motivated by the shift from traditional teacher-centered instruction to learner-centered pedagogy, which emphasizes students’ autonomy, active participation, collaboration, and responsibility in the learning process. In addition, the integration of Islamic values is considered important to support learners’ holistic development, including cognitive, affective, and moral dimensions. This research employs a narrative literature review method by analyzing relevant scholarly articles, books, and previous studies related to EFL instruction, learner-centered pedagogy, and Islamic education. The findings reveal that learner-centered approaches such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Project-Based Learning (PBL) enhance students’ motivation, engagement, and communicative competence. Furthermore, Islamic educational values such as tarbiyah, ta’lim, and ta’dib, as well as amanah, ta’awun, and adab, are aligned with learner-centered principles and can be integrated into classroom practices. However, several challenges remain, including limited teacher readiness, traditional classroom culture, and lack of empirical studies in Islamic educational contexts, particularly in Indonesia. Therefore, this study highlights the need for further research on practical implementation of learner-centered EFL instruction integrated with Islamic values in diverse educational settings
Game-Based Learning in Language Instruction: An Islamic Perspective Hasibuan, Kalayo; Fadilah, Rosikhatul; Jannah, Satya; Nabila, Safna Khoiro
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52676

Abstract

This study examines the implementation of Game-Based Learning (GBL) in language instruction from an Islamic perspective through a qualitative library research approach. The study aims to synthesize previous findings regarding the effectiveness of GBL, the integration of Islamic values in language learning, and the challenges associated with its implementation. Data were collected from 23 selected studies published between 2020 and 2025 and analyzed using thematic analysis. The findings indicate that GBL enhances learners’ motivation, engagement, communication skills, vocabulary development, and language achievement while reducing learning anxiety. The review also reveals that the integration of Islamic values such as honesty, responsibility, cooperation, respect, and discipline contributes to learners’ moral and spiritual development. Furthermore, the analysis identifies several implementation challenges, including technological limitations, teacher readiness, assessment issues, and the need for culturally appropriate learning materials. The study highlights the importance of integrating language learning objectives, game-based instructional strategies, and Islamic values to support holistic learner development. Therefore, GBL can be considered an effective pedagogical approach that promotes linguistic, social, moral, and spiritual growth in contemporary educational settings
THE MIRROR OF PRAXIS: A NARRATIVE LITERATURE REVIEW OF TEACHER REFLECTION FOR PROFESSIONAL GROWTH Hasibuan, Kalayo; Khair, Nadiatul; Rahmi Dalimunthe, Nazhifah; Gusnaeni, Reni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53858

Abstract

In the rapidly evolving educational landscape of the twenty-first century, teachers are expected to continuously adapt their pedagogical practices to meet the changing needs of learners, curricula, and technological advancements. Reflective practice has emerged as one of the most influential approaches for supporting teachers’ professional growth and lifelong learning. This narrative literature review synthesizes findings from 45 studies published between 1995 and 2026 to examine the role of teacher reflection in fostering professional development. Drawing upon literature related to reflective practice, teacher professional development, teacher identity, professional agency, collaborative reflection, and technology-assisted reflection, this review identifies five major themes. The findings reveal that reflective practice functions as a fundamental mechanism for improving pedagogical knowledge, instructional decision-making, professional identity formation, and teacher agency. The review further highlights the increasing importance of collaborative reflection through Professional Learning Communities (PLCs) and the emerging role of artificial intelligence (AI) and digital technologies in supporting reflective learning. Despite these benefits, several challenges remain, including time constraints, institutional pressures, and the tendency for reflection to remain at descriptive rather than critical levels. The review argues that meaningful professional growth occurs when teachers engage in critical reflection that challenges assumptions, informs action, and promotes continuous learning. The study concludes that reflection should be viewed not merely as a professional activity but as a transformative process that supports sustainable teacher development and educational improvement.
GAMIFICATION FOR CLASSROOM INTERACTION Kalayo Hasibuan; Natasya Jihan Fadila; Dinda Azizah; Iqbal Syahputra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55608

Abstract

Gamification has become one of the innovative approaches in education to improve classroom interaction and student engagement. This study discusses the implementation of gamification in classroom learning activities and its impact on students’ motivation, participation, and collaboration. Gamification refers to the application of game elements such as points, badges, rewards, leaderboards, and challenges in non-game contexts, especially in education. The method used in this paper is descriptive qualitative through literature review and observation of classroom learning activities. The findings indicate that gamification can create a more interactive and enjoyable learning environment. Students become more active in discussions, more enthusiastic in completing assignments, and more cooperative in group activities. In addition, gamification also helps teachers manage classroom interaction effectively by increasing students’ attention and reducing boredom during learning sessions. However, challenges such as limited technological facilities and teachers’ lack of understanding of gamification strategies may hinder its implementation. Therefore, teachers need proper preparation and creativity in integrating gamification into classroom learning. Overall, gamification provides positive contributions to improving classroom interaction and learning experiences.
THE EFFECTIVENESS OF GENRE-BASED TASKS IN IMPROVING STUDENTS’ ACADEMIC WRITING SKILLS Kalayo Hasibuan; Winda Nurhaliza; Endang Sri Ranti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.57524

Abstract

Academic writing is one of the most challenging skills for students learning English as a foreign language. Many students experience difficulties in organizing ideas, using appropriate language features, and understanding the structure of academic texts. This study aims to investigate the effectiveness of genre-based tasks in improving students' academic writing skills. The research employed a quantitative approach using a pre-experimental design involving students enrolled in an academic writing course. Data were collected through pre-tests and post-tests and analyzed using descriptive and inferential statistics. The findings indicate that students showed significant improvement in their writing performance after participating in genre-based writing tasks. The improvement was evident in several aspects of writing, including organization, content development, grammar, vocabulary, and adherence to genre conventions. The results suggest that genre-based tasks provide learners with explicit guidance on text structure and language use, enabling them to produce more coherent and academically appropriate texts.
Co-Authors Aalya Frhsty, Bianca Adha, Elsa Mulia Agustia, Nada Ahmad Gozali Ahmad Putri, Farhana Afifah Al-Qusairi, Imam Alfath, M Jihad Sabilillah Alia Riska Amalia Putri Amalia, Anggiera Amanda Aindilalaty Andini Putri Anisa, Nurul Annisa Herlen Putri Annisa Reni Amanda Putri Arianti, Yumna Astuti, Neli Az-Zahra, Fathia Zawatha Azzahra, Zuhudiah Bila, Yashara Salsa Choirunnisyak Dersa, Sovie Lindaita Desta, Mutiara Dinda Azizah Diva Cahyani Rezky Dwi Putri , Shalsabila Eka Syaputra, Ilham Endang Sri Ranti Ersyadila, Ghina Fidaraini Fadhila Akbar Damanik, Reyziq Fadhilatun Khoiriyah Fadilah, Rosikhatul Fadilla Refahtunisa Fadly, Khairul Farhansyah, Muhammad Faturrahman, Farhan Fayza Nur Amalia Febrian, Kevin Fitri Rahayu Fiveronika, Fiveronika Frista, Athyah Gusnaeni, Reni Hairani, Zahra Hasibuan, Ahmad Sakti Alhamidi Helmalia Azahra Helmalia Azzahra Herlinda, Silvi Ingriyani, Megy Intania, Annisa Iqbal Syahputra Irawansyah, Egi Jannah, Nur Miftahul Jannah, Satya Jasmine, Najiyah Julianida, Elsa Khairun Nisa Khoiri Alhabsy klaudia, sindi Ledy, Aisan Lestari, Azlin Lisaini, Ouvi M. Surya Abdi Maitri Ramadhani Mardiah, Diah Mohd. Rafi Riyawi Mufida Azzahro, Azizah Muhammad Afif Muhammad Lowelfit Mutmainah Mutmainah Nabila, Safna Khoiro Nadiatul Khair Nafiis Kelanit, M Yusuf Nanda, Rizka Nasution, Rahma Nathasya Natasya Jihan Fadila Nuraini, Lutfia Nursyahfitri H Nurul Auliyah, Nurul Oktarina, Elsa Oktaviani, Rizka Pertiwi, Agustina Pradita, Annisa Pujiati, Nayata Putri Putri Adinda Putri Nilam Sari Putri, Rizka Zhafira Rahman, Fathir Nur Rahmawati, Euis Rahmi Dalimunthe, Nazhifah Rahmi, Rika Ramadhani, Nur Ismi Ramadhona, Cindy Lutvi Regar, Lila Aprina Reosta Ayu, Ica Saftari, Anggri Samsul Arifin , Muhammad Sari, Hannisa Wandan Shandy Dwi Ramadhani Siti Aisyah Rahayu, Siti Aisyah Sri Hafsah, Dewi Steviona Eliza Sunawir, Nur Wulandari Suryani, Neni Fitri Dwi Syaharani, Cinta Nadhifa Syahrey, Rozaqey Alvey Tri Rahmat Ragil Safaat Ulya, Zainatul Vadilla, Nur Waruwu, Wahyu Suhendra Winda Nurhaliza Yana, Lulu Dewi Yenita, Anjelina Yulia Stevani Yuliani Puspita, Suci Yumna Arianti Zachry, Irena Sevia Zulhidah Zulhiddah, Zulhiddah