Article Per Year (5 Year)
p-Index From 2021 - 2026
5.383
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Cendekia IJEE (Indonesian Journal of English Education) JURNAL ILMU PENDIDIKAN (JIP) IJoLE: International Journal of Language Education SOSIOHUMANIKA Educatio PEDAGOGIK : JURNAL PENDIDIKAN Voices of English Language Education Society GANEC SWARA JIIP (Jurnal Ilmiah Ilmu Pendidikan) Studies in Learning and Teaching Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Jurnal Jendela Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran Cendekia: Jurnal Kependidikan dan Kemasyarakatan Jurnal Pengabdian Masyarakat Nusantara Journal of Language and Literature Studies Stilistika GLOBAL: Journal of Language and Humanity Education English Review: Journal of English Education KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) Jurnal Ilmu Pendidikan
Iwan Jazadi
STKIP Paracendekia NW Sumbawa, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 53 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 53 Documents
Search

 2   3   4   5   6 
BRIDGING WELFARE-BASED EDUCATION BETWEEN FINLAND AND INDONESIA: TEACHERS’ PERCEPTIONS, EXPERIENCES, AND READINESS IN THE ERA OF MERDEKA BELAJAR Bayu Marheta; Iwan Jazadi; I.G.A. Widari
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/5kk6bj88

Abstract

This study investigates Indonesian teachers’ perceptions, experiences, and readiness in implementing welfare-based teaching strategies inspired by the Finnish educational model and contextualized through Ki Hajar Dewantara’s philosophy. Using a qualitative multiple case study approach, five teachers from junior and senior high schools in West Nusa Tenggara and Java participated through questionnaires and semi-structured interviews. Thematic analysis revealed three key findings: (1) teachers conceptually recognize the importance of welfare in fostering emotional safety, autonomy, and motivation; (2) some welfare-oriented practices, such as brain breaks and student-friendly interactions, have been partially adopted, but teacher self-care remains neglected; and (3) readiness to fully implement welfare-based pedagogy is constrained by structural barriers, including policy pressures, heavy curriculum demands, and limited institutional support. These findings underscore the gap between aspirational reforms like Merdeka Belajar and the practical realities of classroom implementation. To achieve transformative change, policies must embed teacher well-being, curriculum flexibility, and localized pedagogical support. This study contributes actionable insights for aligning global best practices with Indonesia’s educational reform agenda.
UNVEILING GENDER BIAS THROUGH CRITICAL DISCOURSE ANALYSIS: REPRESENTATION IN ENGLISH FOR NUSANTARA MERDEKA CURRICULUM TEXTBOOK Andi Robby Samawa; Iwan Jazadi
GLOBAL: Education Language and Humanity Journal Vol. 3 No. 1 (2025): August 2025
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/7vefx919

Abstract

This study critically examines gender representation in the English for Nusantara Grade VII textbook, the flagship English Language Teaching (ELT) material for Indonesia’s Merdeka Curriculum. Using a qualitative design and Fairclough’s three-dimensional Critical Discourse Analysis (CDA), twelve multimodal extracts from Chapter 1 were analyzed to uncover how male and female identities are portrayed through text and visuals. The findings reveal a clear imbalance in both frequency and agency: male characters appear nearly three times more often than female characters and are consistently depicted as active protagonists with hobbies and social interactions, while female figures are limited to passive or relational roles, such as sisters or unnamed peers. Despite the curriculum’s stated goal of inclusivity and gender equity, the textbook subtly reproduces patriarchal ideologies and hegemonic masculinity through muted female voices and restricted social positioning. These results echo global patterns of gender bias in ELT materials and highlight a critical gap between policy aspirations and classroom realities. The study concludes by offering practical implications for teachers, textbook authors, and policymakers, emphasizing the need for gender-sensitive material development and critical literacy approaches in ELT classrooms
PROVERB-BASED PICTURE STORYBOOKS FOR STRENGTHENING THE PANCASILA LEARNER PROFILE IN ELEMENTARY LITERACY Iwan Jazadi; Iga Widari
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.13388

Abstract

The implementation of the Kurikulum Merdeka emphasizes the Pancasila Learner Profile as the foundation of character education; however, there remains a lack of culturally responsive literacy materials that integrate local wisdom into early-grade learning. This study aims to develop and evaluate a proverb-based picture storybook grounded in Sumbawanese local wisdom to support elementary students’ literacy and character development. Adopting a design-based research approach, the study involved needs analysis, iterative design and development, expert validation, and classroom trials in four elementary schools. The findings demonstrate that eighteen selected proverbs were systematically transformed into a structured literacy product consisting of denotative explanations, illustrated narratives, connotative interpretations, guided questions, and a teacher guide; the materials were validated as culturally relevant, instructionally feasible, and effective in promoting student engagement and emerging moral understanding. This study presents a validated design model that integrates local proverbs into illustrated literacy materials and offers practical implications for implementing culturally responsive literacy and character education within the Pancasila framework in primary education.
DEVELOPING CULTURALLY RESPONSIVE ENGLISH E-BOOKS USING SPEECH ACT THEORY FOR YOUNG EFL LEARNERS Irfan Hamonangan Tarihoran; Sartika; Iwan Jazadi
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.27

Abstract

This study explores the application of speech act theory in the development of culturally responsive English-language e-books for young EFL learners. Employing a modified Research and Development (R&D) methodology, ten short stories rooted in Sumbawanese cultural themes were created by novice authors and iteratively refined through expert validation and learner feedback. Dialogues were constructed using Searle’s five illocutionary types, with representative and directive acts emerging as the most dominant. Initial field trials revealed that indirect speech acts hindered reader comprehension, prompting revisions toward more direct and pragmatically transparent expressions. The revised e-books demonstrated marked improvements, with over 85% of participants accurately interpreting dialogue functions and moral messages. Embedding localized content enhanced learner engagement, supported cultural identity formation, and aligned with principles of culturally responsive pedagogy. These findings affirm that speech act-informed, culturally grounded materials can significantly improve pragmatic literacy and narrative comprehension in early-stage English language learning. The study offers practical insights for ELT practitioners and material developers aiming to integrate local culture and pragmatic awareness into language instruction.
The English Speaking Competency and Challenges for BIPA Teachers Fadjar Indra Kurniawan; Iwan Jazadi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 8 No. 2 (2021): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i2.4398

Abstract

This research aimed to determine: (1) How important English speaking ability is for BIPA teachers; (2) What English speaking macro skills should be prepared to be a BIPA teacher; (3) What obstacles BIPA teachers find in the teaching process and how  they solve them. This research used the qualitative method. The participants of this research were two BIPA teachers from different offices, from West Nusa Tenggara Province Language Office and Mataram Lingua Franca Institute. This research mostly used interviews to support the data of this research, while observation and documentation were used as supporting sources. The results of this research indicate that: (1) English speaking ability on A1 grade or the first grade is important because English is a bridge to connect the students to Indonesian; (2) There are five macro skills of English speaking ability that should be mastered by BIPA teachers; (3) The obstacles that mostly appear on the teaching process are based on the purpose of the learners to study Indonesian and the characteristics of each student from different countries.
A Design-Based Instructional Module Integrating Motivation and Self-Regulated Learning in EFL Learning Contexts IGA Widari; Iwan Jazadi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 13 No. 1 (2026): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v13i1.19711

Abstract

This study addresses the persistent challenge of low and unstable motivation and underdeveloped learning strategies among first-year EFL students in regional Indonesian higher education contexts, where limited academic support and low-resource conditions often hinder the development of learner autonomy. In response, it aimed to develop and validate a Motivation and Learning Strategies Module (MLSM) integrating Self-Determination Theory (SDT), the ARCS motivational model, and Self-Regulated Learning (SRL) principles. A Research and Development (R&D) design adapted from Borg and Gall and Dick and Carey models was employed, combined with a mixed-methods pre–post evaluation approach. The participants were 24 first-year EFL students, along with three expert validators and six students for qualitative feedback. Data were collected through motivation and learning strategy questionnaires, validation rubrics, reflective interviews, and open-ended responses. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were analyzed using thematic analysis. The findings showed no statistically significant difference between pre-test and post-test scores of motivation and learning strategies (p > .05), indicating no significant short-term improvement. However, qualitative results revealed increased learner awareness of motivation, improved self-management, greater engagement, and emerging self-regulated learning behaviors. Expert and student evaluations further indicated that the module was highly feasible, relevant, and contextually appropriate for EFL instruction in low-resource settings. The study develops a context-sensitive instructional module integrating SDT, ARCS, and SRL into a unified framework for EFL learning. It suggests that while the MLSM does not produce immediate measurable gains in motivation, it facilitates reflective learning processes and supports the development of learner autonomy. Practically, the module offers an adaptable instructional resource for EFL educators in low-resource higher education contexts seeking to strengthen motivational and strategic learning support.
Narrating Teacher Identity Across Generations in Rural Indonesia: Intersections of Professional, Moral, and Digital Resilience I G A Widari; Iwan Jazadi
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1756

Abstract

This study explores how teacher identity is constructed and negotiated across generations in rural Indonesia through narrative inquiry and ethnographic engagement. Drawing on the stories of twelve senior teachers and twelve student teachers, the research reveals how professional identity is deeply rooted in moral values of pengabdian and community service, while continually redefined through changing educational contexts. The findings show that teaching remains a moral and relational vocation, yet increasingly mediated by technological adaptation and digital collaboration. Senior teachers exhibit digital resilience as they learn to integrate technology into pedagogical practices, while younger teachers demonstrate emerging forms of digital professional identity shaped by the use of online platforms, social media, and learning technologies. Generational differences in digital literacy and technological confidence highlight how identity formation now extends into digital spaces, where professional ethics meet technological innovation. By situating these narratives within the Technological Pedagogical Content Knowledge framework, the study identifies how cross-generational mentoring enables mutual learning—senior teachers offering pedagogical and moral guidance, and student teachers sharing digital expertise. This reciprocal dynamic forms a contextual TPACK model rooted in rural cultural realities. The study concludes that teacher identity is being reconstructed through intergenerational dialogue and digital transformation, offering new insights into professional development and policy design for rural teacher education.
A Comparative Genre-Based Error Analysis of EFL Students’ Academic Paragraphs Written in a Timed Examination Marliana, Elli; Jazadi, Iwan
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4602

Abstract

Writing is widely regarded as one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly in academic contexts, where students are required to produce coherent, linguistically accurate texts. This study investigates the types and frequencies of writing errors produced by EFL students across three academic paragraph genres: descriptive, comparison–contrast, and cause–effect. Adopting a qualitative descriptive design with an error-analysis approach, the study analyzed academic paragraphs written by 24 undergraduate students during a time-controlled final examination in a paragraph-writing course. Students’ writing errors were identified, categorized into grammatical, lexical, mechanical, and organizational errors, and compared across paragraph genres. The findings reveal that grammatical errors were the most prevalent across all genres, whereas mechanical and organizational errors varied by genre. Descriptive paragraphs exhibited high frequencies of grammatical and mechanical errors, comparison–contrast paragraphs showed prominent organizational difficulties, and cause–effect paragraphs demonstrated fewer errors overall but persistent grammatical challenges. These results demonstrate clear cross-genre differences in error patterns, indicating that paragraph genre significantly influences students’ writing difficulties. The study contributes to EFL writing research by highlighting the genre-sensitive nature of writing errors and underscores the need for genre-based instruction, feedback, and assessment in EFL paragraph writing pedagogy.
The Relationship Between Perceived Difficulty, Reading Perceptions, and Critical Reading Strategy: A Lesson from EFL University Students Samsudin, Samsudin; Asbar, Asbar; Jazadi, Iwan
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4692

Abstract

Critical reading is central to academic literacy in EFL higher education, yet many students struggle to engage strategically with complex academic texts. While prior research has examined reading strategies extensively, empirical attention has been limited to how perceived Difficulty and reading perceptions jointly relate to the use of critical reading strategies in Indonesian university contexts. This study adopted an explanatory sequential mixed-method design involving 32 Indonesian EFL undergraduate students. Quantitative data were collected using a four-point Likert-scale questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression. The quantitative phase was followed by semi-structured interviews to explain and contextualize the statistical patterns. The findings indicate that students generally reported high levels of strategy use and positive perceptions of reading, while perceived Difficulty remained moderate. Correlation results showed that reading perception was moderately associated with strategy use, whereas perceived Difficulty demonstrated weak relationships. Although the regression model did not reach statistical significance, reading perception displayed a marginal predictive tendency, suggesting that students’ epistemic orientation toward reading may play a more meaningful role than perceived textual challenge in shaping strategic engagement. Qualitative findings further revealed that students conceptualize Difficulty as multidimensional, encompassing workload, time constraints, motivation, and contextual relevance, rather than merely linguistic complexity. This study suggests that fostering positive perceptions of reading may be more pedagogically impactful than focusing solely on reducing textual Difficulty. The findings contribute to theoretical discussions of the affective–cognitive dimensions of critical reading and offer practical implications for designing strategy-oriented instruction in EFL higher education. 
The Concerns, Roots, and Challenges of Islamic Culture in Sumbawa and Their Implications for Implementing Halal Tourism Iwan Jazadi; Iga Widari
KARSA Journal of Social and Islamic Culture Vol. 27 No. 1 (2019)
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/karsa.v27i1.2299

Abstract

This article analyzes the concerns, roots, and challenges to Sumbawa culture, aiming to inform decisions in designing halal tourism policy in Sumbawa and West Sumbawa Regencies. The theories underpinning this study are that of culture, cultural approaches in foreign language teaching, and halal tourism. The data for analysis come from documentation and observation. The results and discussion show that the present state of Sumbawa culture is at risk of loss or distortion unless its revitalization is committed. The cultural roots identified and analyzed are the ancestors’ cultures, historical Islamic cultures, and prominent values in social interaction by Sumbawa people. A future challenge to Sumbawa culture lies in the handing down of cultural values by ensuring the fulfilment of the people’s right to quality education at all education channels,  accomodating the rooted cultural values into the educational content, and implementing halal tourism as a means of socialization among Sumbawa people and with guests from other regions or overseas.
Co-Authors ., Jalaluddin Alek Amri, Samsun Andi Haris Andi Haris, Andi Andi Robby Samawa Ardian Sukma Ardiyansyah Ardiyansyah Aris Dwi Intan Aprianti ARIS DWI INTAN APRIANTI Arisanti, Ivon Asbar Asbar, Asbar Asmi, Nurul Bayu Marheta Dirgahayu Pratiwi Dita Rezkia Utami Dwi Oktriansyah Effrina Yuricki Endang Fauziati Fadjar Indra Kurniawan Furqanul Hakim Haerani, Aditiya I G A Widari Imam Syafei Iradatul Akbar Ivon Arisanti Jalaluddin . Jalaluddin Jalaluddin jalaluddin Jalaluddin JAZADI, FAIZ UNISA Ladita, Safira Laeli Sinarti Lahmuddin Zuhri Marisa Fitri MARLIANA, ELLI Marmanto, Sri Mukti Mukti Mukti, Mukti Pratiwi, Dirgahayu Safira Ladita Samsudin Samsudin Samsudin Samsun Amri Sarina Puspa Sartika Sartika Sartika Sartika, Sartika SATRIYAS ILYAS Solihin Solihin Solihin Solihin Sri Marmanto Subaidah Sultan Bahanan SUPARMAN Supriadin Supriadin Supriadin SUWARNI SUWARNI Syaifuddin Iskandar Syaifuddin Iskandar, Syaifuddin Tarihoran, Irfan Hamonangan Widari, I.G.A. Widari, IGA Yayuk Hasanah Zuhri, Lahmuddin