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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) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Studies in English Language and Education PESHUM English Review: Journal of English Education Indonesian EFL Journal
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.
Co-Authors Aryawira Pratama Aryawira Pratama Bunga Ayu Wulandari Chika Shahnaz H Desti Anggraini Desti Angraini Dian Margaretha Dodi Irawan Dwi Rara Saraswaty Ekawarna . Fauzan Sulman Fendy Ari Budiyanto Finza Larasati Finza Larasati Hadiyanto Hadiyanto Hendra Sofyan Heru Kustanto IMELDA YOSE M. Edo Nuryana Masbirorotni MASBIROROTNI - Maysarah Mohamad Muspawi Muazza Muazza Nazurty Nazurty Nova Ardianti Nova Triana Hakim POVI FRANSISKA Puti Masurai Rahman Rahman Retno Wulan Ria Hopipah Sahrul Pahmi Sulistiyo, Urip Tri Puspita Sari Winarti