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All Journal International Journal of Nusantara Islam P2M STKIP Siliwangi Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Unversitas Muhammadiyah Aceh Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Empowerment JMM (Jurnal Masyarakat Mandiri) ABDIMAS SILIWANGI Comm-Edu (Community Education Journal) Aulad : Journal on Early Childhood JUDIKA (JURNAL PENDIDIKAN UNSIKA) COLLASE (Creative of Learning Students Elementary Education) GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Masyarakat Madani: Jurnal Kajian Islam dan Pengembangan Masyarakat FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Journal of Educational Experts (JEE) Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian International Journal of Nusantara Islam MERDEKA: Jurnal Ilmiah Multidisiplin Journal of Education and Teaching Learning Society Pedagogy Review
Rukanda, Nandang
IKIP Siliwangi
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Development of Andragogy-Based ESP Training through Music Implementation for Rajawali Health Vocational School Alumni Muhammad Naufal Hilmy; Ansori Ansori; Nandang Rukanda
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.214

Abstract

The globalization of the healthcare sector has not only created cross-border employment opportunities but also highlighted the gap between graduates who are ready to compete and those limited by insufficient supporting competencies. One of the major challenges faced by vocational health school alumni is the mastery of English for Specific Purposes (ESP), particularly speaking and listening skills that are essential for clinical communication. In response to this issue, this study aims to develop a communicative and contextual ESP training model for alumni of Rajawali Vocational Health School by integrating andragogical principles and music as a learning medium. This study employed a Participatory Action Research (PAR) approach conducted over a two-month period involving 17 alumni from the Nursing and Pharmacy programs. Through collaborative cycles of planning, action, observation, and reflection, participants were not merely positioned as training subjects but also as active partners in the development of the program. The findings revealed that the developed training model had a significant impact on improving participants’ oral English competencies. Approximately 90% of participants demonstrated meaningful improvement, while 88% achieved the targeted minimum 20% increase in pronunciation and vocabulary assessments. Furthermore, 95% of participants showed high levels of participation and enthusiasm throughout the music-based learning activities. These findings indicate that the integration of andragogical principles and music in ESP training is not only quantitatively effective but also capable of creating relevant, participatory, and sustainable learning experiences for health vocational alumni in responding to the demands of the global workforce.
Bridging Professional Learning and Classroom Practice: Digital Capacity Development among Rural Early Childhood Educators Nandang Rukanda; Sri Nurhayati; Udeme Samuel Jacob
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp282-300

Abstract

Digital transformation in education has expanded opportunities for educator professional learning; however, access to and implementation of digital professional learning opportunities remain uneven across educational contexts. This study investigates patterns of inequality in educators’ access to digital professional learning opportunities and examines how participation is translated into classroom practice in rural early childhood education settings. The study further explores conditions that support or constrain sustained implementation of digital teaching practices. This research employed a qualitative exploratory design involving 13 early childhood educators from multiple institutions in Desa Cijenuk, Kabupaten Bandung Barat. Data were generated through semi-structured interviews, observation, and document study concerning educators’ participation in digital professional learning and implementation experiences. Data were analyzed through iterative thematic interpretation to identify recurring patterns across access, participation, implementation, and perceived support needs. The findings reveal three interrelated patterns. First, access to digital professional learning opportunities was distributed unevenly, with six educators having participated in digital literacy or numeracy professional learning and seven reporting no prior participation. Second, available professional learning frequently emphasized exposure to digital tools rather than sustained pedagogical integration, reducing opportunities for meaningful instructional transformation. Third, participation in professional learning did not automatically translate into continuous classroom implementation. Educators selectively adapted practices based on infrastructural conditions, institutional support, digital confidence, and local teaching realities. At the same time, classroom observations indicated increased child engagement during digitally supported activities but provided no evidence of improved learning outcomes. These findings suggest that inequalities emerge not only in access to professional learning but also in educators’ capacity to enact and sustain digital teaching practices.Keywords: Digital professional learning opportunities, Educator inequality, Digital teaching practices, Early childhood education, Professional learning ecosystems
Co-Authors Aditiya, Muhammad Fakhrizal Aisah, Imas Alam, Syah Khalif Amelia, Risma Anggi Fitri Anita Rakhman, Anita ansori ansori Anwar, Syaeful Asep Kustiana Awaliyah, Salma Aisyah Fazrulloh Buchori, Mochamad Zawahirul Cendhy Satya Gumelar Cucu Samsudin dedi darmawan Dedi Junaedi Dedi Junaedi Devy Sekar Ayu Ningrum Dewi Safitri Elsap Dewi Safitri Elshap Dewi Safitri Elshap, Dewi Safitri Dindin Kurniadin Enok Habibah Euis Eti Rohaeti Euis Eti Rohaeti Euis Rini Purwati Fauziya, Diena San Fickar Galaby Ganda Ganda Ganda, Ganda Grace Nathania Clara Sabandar Habibullah Abdurrahman Hariyani, Endah Hasan Basri Herawati, Desi Heris Hendriana Hikmah Faizal Kamaludin, Tam-Tam Kurniawati, Atit lisna salisatul zanah Mellati Suci Andjani Muhamad Iqbal Adhari Muhammad Naufal Hilmy Nazmi Nabila Putri Nenden Juliasih Ninda Nadia Noldy Richard Supit Noor, Agus Hasbi Nugraha, Fazri Aufi Nunu Mahmud Firdaus Nur Asiyah Qudsi Nurjaman Nurjaman, Nurjaman Prita Kartika Purwanto, Tato Putri Laila Qareeba Rahman Sopian Rasmadi Rasmadi Ratna Lina Marliana Reny Jabar Reny Jabar Ricky Muhamad Reza Riesa Rismawati Siddik Riky Oktaviana Rima Irmayanti Rima Irmayanti, Rima Rina Kaniati Rita Dini Daryani Rita Nuryanti Rival Fauzan Izzul Haq Rostandi, Usep Dedi Safuri Musa Sahliah Sahliah Sahliah Sahliah, Sahliah Salma Aisyah Fazrulloh Awaliyah Samaniah, Sopahatus Samsudin, Cucu Septian, Muhammad Rezza Sintia Nirdiawati Siti Fatimah Siti Hajar Sri Nurhayati Susilawati, Wina Tamtam Kamaluddin Tamtam Kamaluddin, Tamtam Tamtam Kamaludin Tirta Sari, Novia Tita Rosita Trian Octaviani Kania Tuti Alawiyah Udeme Samuel Jacob Udin Nasrudin Umi Intadiyah Waadah, Siti Mala Wahyu Wahyu Westhisi, Sharina Munggaraning Wicky Ansyori Mahardin Williya Novianti Wiwin Winarti Wiwin Yuliani Yuliani, Wiwin