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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Cetta: Jurnal Ilmu Pendidikan IRJE (Indonesian Research Journal in Education) EDUKATIF : JURNAL ILMU PENDIDIKAN JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Berkala Ilmiah Pendidikan Studies in English Language and Education PESHUM English Review: Journal of English Education Indonesian EFL Journal At Turots: Jurnal Pendidikan Islam Indonesian Language Education and Applied Linguistic Reviews
Eddy Haryanto
Faculty Of Teacher Training And Education, Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE PEDAGOGY AT VOCATIONAL HIGH SCHOOLS IN SOUTH SUMATRA: A MIXED-METHODS STUDY Dodi Irawan; Hadiyanto; Bunga Ayu Wulandari; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.99

Abstract

This research explores the application of differentiated instruction in English Language Teaching (ELT) at Vocational High Schools (VHS) in South Sumatra, using a sequential explanatory mixed-methods approach. A survey was conducted with 267 English teachers to assess their perceptions, instructional practices, and readiness to implement differentiated teaching within the context of the Emancipated Curriculum. The survey instrument exhibited excellent reliability (Cronbach’s Alpha = 0.983). Quantitative data were analyzed through descriptive and inferential statistics, including correlation and regression, to examine the relationships between differentiated practices, student engagement, and learning outcomes. To complement the quantitative findings, qualitative data were collected through semi-structured interviews, classroom observations, and document analysis from ten selected teachers in both public and private vocational schools. The thematic analysis revealed that teachers employed strategies such as flexible grouping, adaptive materials, scaffolded tasks, and diverse assessments. Despite these efforts, challenges like limited preparation time, varying student levels, insufficient institutional support, and inconsistent understanding of differentiation remained. The study indicates that while differentiated instruction enhances student engagement and supports personalized learning, its implementation is inconsistent. It emphasizes the need for ongoing professional development, stronger institutional support, and better alignment with the Emancipated Curriculum to optimize ELT practices in vocational education.
EXPLORING EFL STUDENTS’ PERCEPTIONS OF SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION FOR DEVELOPING CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.135

Abstract

Critical listening is an advanced listening skill that requires learners to interpret, evaluate, and synthesize spoken information in academic discourse. However, listening instruction in many EFL contexts still relies heavily on audio-only materials, which may limit learners’ engagement in higher-order listening processes. This study explores EFL students’ perceptions of schema-activated multimedia instruction for developing critical listening skills. The study adopted an explanatory perception-focused mixed-methods design. The participants were 30 students from the experimental group of a larger instructional study in an Indonesian university. Quantitative data were collected through a 20-item closed-ended questionnaire, while qualitative data were obtained from six open-ended questionnaire items to provide explanatory insights into students’ learning experiences. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was employed to interpret the qualitative responses. The results indicate that students demonstrated highly positive perceptions of schema-activated multimedia instruction across all instructional dimensions. Multimedia usage received the highest perception scores, followed by prior knowledge activation and critical listening support. Qualitative findings further revealed that schema activation enhanced cognitive readiness, multimedia support provided structural clarity and reduced cognitive load, and the instructional design encouraged metacognitive monitoring, confidence, and engagement during listening tasks. Overall, students perceived schema-activated multimedia instruction as more supportive and manageable than traditional audio-only listening activities. These findings highlight the importance of integrating schema activation and multimedia scaffolding in EFL listening instruction to facilitate learners’ engagement in higher-order listening processes, particularly critical listening in academic contexts.
Analisis Kebijakan Pendidikan dalam Penguatan Budaya Digital, Kompetensi Kecerdasan Artifisial Guru, dan Kepemimpinan Guru terhadap Peningkatan Kinerja Guru Sekolah Menengah: Sebuah Systematic Literature Review Nova Triana Hakim; Eddy Haryanto; Masbirorotni Masbirorotni
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 4: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i4.16586

Abstract

Transformasi digital dan perkembangan kecerdasan artifisial (AI) telah mengubah ekosistem pendidikan serta menuntut penguatan kapasitas guru melalui kebijakan yang mampu mengintegrasikan budaya digital, kompetensi AI, dan kepemimpinan pembelajaran. Penelitian ini bertujuan mensintesis bukti empiris mengenai hubungan ketiga aspek tersebut dalam meningkatkan kinerja guru sekolah menengah. Penelitian menggunakan metode Systematic Literature Review dengan mengacu pada pedoman PRISMA 2020 terhadap publikasi ilmiah yang relevan. Data dianalisis melalui analisis isi dan sintesis tematik untuk mengidentifikasi pola hubungan, tantangan, dan implikasi kebijakan. Hasil kajian menunjukkan bahwa budaya digital sekolah berperan sebagai fondasi yang memperkuat implementasi teknologi, sementara kompetensi AI guru memerlukan dukungan pelatihan yang berorientasi pada aspek pedagogis, etika, dan kesiapan digital. Di sisi lain, kepemimpinan guru mendorong peningkatan self-efficacy, inovasi pembelajaran, dan adaptasi terhadap perubahan teknologi. Temuan ini menegaskan bahwa peningkatan kinerja guru memerlukan kebijakan yang holistik melalui integrasi budaya digital, pengembangan kompetensi AI, dan penguatan kepemimpinan pendidikan sebagai strategi transformasi pendidikan yang berkelanjutan.
Analisis Kebijakan Kurikulum Merdeka Di Sekolah Dasar: Systematic Literature Review Dian Margaretha; Masbirorotni Masbirorotni; Eddy Haryanto
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5394

Abstract

This study aims to analyze the concepts and policy directions of the Merdeka Curriculum at the elementary school level; identify opportunities it offers for the development of basic education; map out the challenges of its implementation; and formulate effective strategies to support its optimal implementation. The study employs a Systematic Literature Review approach. The findings indicate that the Merdeka Curriculum offers significant opportunities, including greater autonomy for teachers in designing instructional materials, strengthening the Pancasila Student Profile through project-based learning, and the application of a deep learning approach. However, its implementation faces substantial challenges, namely low levels of teacher readiness in terms of psychological preparedness, knowledge, and behavior; disparities in digital infrastructure, particularly in remote areas; uneven dissemination of the policy; and slow bureaucratic responses at the local government level. Overall, the study’s findings indicate that the success of the curriculum is not solely determined by regulatory design but depends on the alignment between consistent government policies, educator competencies, and a supportive educational ecosystem. Recommended strategies include intensive and sustained professional development for teachers, equitable infrastructure distribution in underdeveloped areas, and active and innovative leadership from school principals.
ANALYSIS OF EDUCATION POLICY IN REDUCE THE PHENOMENON OF STUDENTS DROPOUTS IN VARIOUS REGIONS IN INDONESIA Winarti; Eddy Haryanto; Masbirorotni
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 4 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21064389

Abstract

The phenomenon of school dropouts in Indonesia is a complex issue influenced by various multidimensional factors. This study aims to identify the factors causing school dropouts and analyze government policies to reduce the dropout rate. The method used is Systematic Literature Review(SLR). The analysis results show that economic factors are the most dominant cause, mainly due to limited family income, high education costs, and the demand for children to contribute to the family economy. In addition, social and cultural environmental factors, such as low public awareness of the importance of education, certain cultural values, and the influence of the surrounding environment, also contribute to increasing the dropout rate. Individual factors, such as low motivation to learn, interest, and academic ability of students, are also factors in dropping out of school. On the other hand, the government has implemented various policies to reduce the dropout rate, including the School Operational Assistance (BOS/BOSP), the Smart Indonesia Program (PIP), the free education and 12-year compulsory education policies, and regional-based programs supported by the commitment of local governments. Furthermore, strengthening data collection systems, social interventions, and cross-sector collaboration are also important strategies in addressing this issue. Although these policies have had a positive impact, their implementation still faces various obstacles, such as inaccurate targeting, uneven distribution of aid, and suboptimal coordination between institutions. Therefore, strengthening policy implementation, increasing public awareness, and a more comprehensive and sustainable approach are needed to reduce the dropout rate in Indonesia.
SYSTEMATIC LITERATUR REVIEW: HUBUNGAN KEPEMIMPINAN TRANSFORMASIONAL, GAYA KOMUNIKASI, BUDAYA SEKOLAH DAN KECERDASAN EMOSIONAL TERHADAP KINERJA GURU Irawidiarti Irawidiarti; Eddy Haryanto; Masbirorotni Masbirorotni
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10486

Abstract

Suboptimal teacher performance, characterized by less adaptive lesson planning and inconsistent evaluation, is a major obstacle to improving the quality of national education. This research focuses on an in-depth analysis of the relationship between transformational leadership, communication style, school culture, and emotional intelligence on educator productivity. Adopting the Systematic Literature Review (SLR) method for various literature from 2020 to 2026, the research stages included secondary data collection from Google Scholar and SINTA, systematic screening, and thematic synthesis. The research findings showed a significant positive correlation across all variables, both partially and simultaneously. Quantitatively, the literature data recorded a contribution of communication style reaching 71.0%, followed by school culture at 16.01%, transformational leadership at 12.94%, and emotional intelligence at 10.88%. The analysis results demonstrate that inspiring principal behavior and effective communication, when combined with a conducive work environment and teacher emotional maturity, can significantly boost academic achievement. The main conclusion emphasizes that the integration of visionary leadership and individual psychological stability is a crucial instrument in optimizing school performance. This study recommends that school principals adopt an adaptive managerial style oriented toward strengthening organizational values ​​and interpersonal empathy. Therefore, improving teacher performance requires a holistic approach that aligns structural leadership factors with the dynamics of the school's social culture to address the increasingly complex challenges of modern education. ABSTRAK Kinerja guru yang suboptimal, ditandai dengan perencanaan pembelajaran kurang adaptif dan evaluasi tidak konsisten, menjadi hambatan utama bagi peningkatan mutu pendidikan nasional. Penelitian ini berfokus pada analisis mendalam mengenai hubungan antara kepemimpinan transformasional, gaya komunikasi, budaya sekolah, dan kecerdasan emosional terhadap produktivitas pendidik. Mengadopsi metode Systematic Literature Review (SLR) terhadap berbagai literatur periode 2020 hingga 2026, tahapan riset mencakup pengumpulan data sekunder dari Google Scholar dan SINTA, skrining sistematis, serta sintesis tematik. Temuan riset menunjukkan korelasi positif signifikan pada seluruh variabel, baik secara parsial maupun simultan. Secara kuantitatif, data literatur mencatat kontribusi gaya komunikasi mencapai 71,0%, disusul budaya sekolah sebesar 16,01%, kepemimpinan transformasional 12,94%, dan kecerdasan emosional 10,88%. Hasil analisis membuktikan bahwa perilaku kepala sekolah yang menginspirasi dan komunikasi yang efektif, jika dipadukan dengan lingkungan kerja kondusif serta kematangan emosi guru, mampu mendongkrak capaian akademik secara signifikan. Simpulan utama menegaskan bahwa integrasi kepemimpinan visioner dan stabilitas psikologis individu merupakan instrumen krusial dalam mengoptimalkan performa sekolah. Studi ini merekomendasikan kepala sekolah untuk mengadopsi gaya manajerial adaptif yang berorientasi pada penguatan nilai-nilai organisasi dan empati interpersonal. Dengan demikian, perbaikan kinerja guru memerlukan pendekatan holistik yang menyelaraskan faktor struktural kepemimpinan dengan dinamika budaya sosial sekolah guna menghadapi tantangan pendidikan modern yang semakin kompleks.  
MENINGKATKAN KEAKTIFAN BELAJAR DENGAN PENDEKATAN PEMBELAJARAN BERDIFERENSIASI MENGGUNAKAN MODEL PEMBELAJARAN PROJECT BASED LEARNING Habib Setiawana; Eddy Haryanto; Bunga Ayu Wulandari
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1234

Abstract

This study aims to improve students’ learning activeness in the IPAS subject through the implementation of a differentiated learning approach using the Project-Based Learning (PjBL) model in Grade V of SDN 126/VI Muara Jernih. The method employed was Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles with 24 students as research subjects. Data were collected through observation, interviews, documentation, and learning outcome tests, then analyzed using descriptive qualitative and quantitative methods. The results of the study indicate an increase in students’ learning activeness from 64% in Cycle I to 81.28% in Cycle II. Improvements occurred across all activity indicators, including visual, oral, listening, writing, and motor activities. The implementation of project-based differentiated learning was proven effective in creating participatory, meaningful, and student-centered learning.
Project-Based Learning in English for Specific Purposes (ESP): A Study of Midwifery Students and Lecturers at a Higher Education Institution in Jambi Rahmah Rahmah; Urip Sulistyo; Marzul Hidayat; Eddy Haryanto; Mila Darmi
Indonesian Language Education and Applied Linguistics Reviews Vol. 1 No. 1 (2025): Volume 1, Issue 1, April 2025
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/n31pbg18

Abstract

This study aimed to explain and describe the implementation and possible breakthrough of students centered learning approach using PjBL in English for specific purposes among midwifery students. Descriptive qualitative study was used as a method of this study. There were 11 participants consisting midwifery students and English lecturers Higher Education Institution in Jambi. The data were collected through several techniques namely documents, observation and interview. The results indicated that there are three things that must be prepared by the lecturers before implementing PjBL in the classroom; 1) lesson plan, 2) Syntax PjBL, 3) preparing questions that can foster students' critical thinking. The results of the study also reveal that the implementation of PjBL in speaking skills among midwifery students includes several steps in it namely; starting project, developing project, implementing project and evaluation. However, from the findings it was found that, there was 1 lecturer who was less intensive in implementing these stages. The findings in this study also explored and found positive perceptions of midwifery students towards implementing PjBL to enhance students' speaking skills. From the findings, the students explained that PjBL helped them to be more active, enjoy and be able to learn collaboratively. Several participants also explained that there was an increase in progress from the speaking aspect that they felt after the PjBL was implemented. In addition to a positive perspective, this study also managed to find a number of challenges that students felt while participating in learning English speaking class using PjBL. Several possible breakthroughs to the best implement of PjBL for further class were also found in this study. some recommendations and considerations regarding PjBL implementation to enhance students' speaking skills were also given 
The Exploration of Students’ Perception toward Autonomous English Language Learning Duti Volya; Hadiyanto Hadiyanto; Eddy Haryanto; Mukhlash Abrar
Indonesian Language Education and Applied Linguistics Reviews Vol. 1 No. 1 (2025): Volume 1, Issue 1, April 2025
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/nn81jn71

Abstract

The aim of the study is to investigate the students’ perception of autonomous English learning. This research is explanatory in nature whereby a mixed mode of quantitative and qualitative approach are employed in different sectional respectively. Quantitative data is the main method of this study, while qualitative data used to support quantitative data based on Implicit Theory. In this research, quantitative data were obtained from the students' survey by filling questionnaires on the self-assessment checklist. Meanwhile qualitative data obtained from interviews. The data were obtained in the form of interviews and students' surveys. A survey research was conducted by collecting 235 questionnaires from students and afterward, the researcher interviewed 9 students. To analyze the data collected from the questionnaire and the interview, the researcher used descriptive statistics and thematic analysis. The results indicate that students perceive themselves as autonomous in English learning. Students of English study program are relatively better at understanding instructors teaching objectives and requirement and monitoring the use of learning strategies. Additionally, they are relatively weaker in setting up personal learning objectives and study plans, using learning strategies in an effective way and monitoring and evaluating the English learning process.
Educational Policy Analysis in Increasing Postgraduate Study Interest of Education Students: A Systematic Literature Review Ella Febriyanti; Eddy Haryanto; Masbirorotni Masbirorotni
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8263

Abstract

This study is motivated by the relatively low interest among education students in pursuing postgraduate studies, despite their strategic role in improving the quality of human resources and supporting sustainable educational development. This study aims to analyze the factors influencing students’ interest in postgraduate study and to examine the role of education policy in strengthening such interest. The research employed a Systematic Literature Review (SLR) approach based on the PRISMA 2020 guidelines. Data were collected from 15 peer-reviewed articles published between 2020 and 2025 and analyzed using thematic analysis. The findings indicate that students’ interest in postgraduate study is influenced by three main factors: internal, external, and policy-related factors. Internal factors, including motivation, self-efficacy, academic aspirations, and career orientation, serve as the primary drivers of students’ intentions. External factors, such as economic conditions, social support, institutional environment, and access to information, may either facilitate or hinder students’ decisions. Meanwhile, education policies, including scholarship provision, program flexibility, affordable tuition, and the quality of academic services, play a significant role as enabling factors that improve access and participation in postgraduate education. These findings also highlight the importance of strengthening collaboration among universities, policymakers, and students to create sustainable postgraduate education opportunities. In conclusion, increasing students’ interest in pursuing postgraduate studies requires an integrated approach that combines individual motivation, supportive environments, and adaptive, inclusive, and student-centered education policies.
Co-Authors Aryawira Pratama Aryawira Pratama Bunga Ayu Wulandari Chika Shahnaz H Desti Anggraini Desti Angraini Dian Margaretha Dodi Irawan Duti Volya Dwi Rara Saraswaty Ekawarna . Ella Febriyanti Ervan Johan Wicaksana Fauzan Sulman Fendy Ari Budiyanto Finza Larasati Finza Larasati Habib Setiawana Hadiyanto Hadiyanto Hendra Sofyan Heru Kustanto IMELDA YOSE Irawidiarti Irawidiarti M. Edo Nuryana Marzul Hidayat Masbirorotni MASBIROROTNI - Maysarah Mila Darmi Mohamad Muspawi Muazza Muazza Mukhlash Abrar Nazurty Nazurty Nova Ardianti Nova Triana Hakim POVI FRANSISKA Puti Masurai Rahmah Rahmah Rahman Rahman Ratih Utami Ramadhaniati Retno Wulan Ria Hopipah Saharudin Sahrul Pahmi Sulistiyo, Urip Tri Puspita Sari Urip Sulistyo Winarti