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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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A Conceptual Framework of Eco-Blended Learning Based on Ecological Systems Theory for Indonesian Language Instruction in Higher Education Ratih Utami Ramadhaniati; Ervan Johan Wicaksana; Eddy Haryanto; Saharudin; Hadiyanto
Berkala Ilmiah Pendidikan Vol. 6 No. 2 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i2.2011

Abstract

Indonesian language learning in higher education faces increasingly complex challenges, including low student engagement, limited integration of digital technology, and the need for instructional designs that respond to the demands of 21st-century learning. Although blended learning has been widely implemented, its application has often focused primarily on technological delivery rather than on the broader ecological context that shapes the learning process. This article aims to propose a conceptual framework of Eco-Blended Learning by integrating blended learning principles with Bronfenbrenner’s Ecological Systems Theory. This study employed a conceptual review design through thematic literature synthesis of studies on blended learning, ecological systems theory, higher education, Indonesian language learning, and emerging digital technologies in education. The analysis focused on identifying conceptual relationships among these domains and mapping the five ecological systems microsystem, mesosystem, exosystem, macrosystem, and chronosystem onto relevant components of blended learning design. The findings indicate that the integration of ecological systems theory into blended learning can generate a learning model that is more holistic, contextual, flexible, and adaptive. The proposed framework positions students at the center of the learning process within an ecosystem shaped by direct interaction, inter-environmental relationships, institutional support, educational culture, and temporal change. Therefore, Eco-Blended Learning is expected to provide both a theoretical contribution to blended learning scholarship and a practical foundation for designing Indonesian language instruction in higher education.
ESP STUDENTS' PERCEPTIONS OF SOCRATIC QUESTIONING IN READING INSTRUCTION: A MIXED-METHODS STUDY AT AN INDONESIAN UNIVERSITY Sri Yuliani; Amirul Mukminin; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.353

Abstract

This study aimed to investigate English for Specific Purposes (ESP) students’ perceptions of Socratic Questioning (SQ) in reading instruction and to identify the challenges encountered during its implementation. An explanatory sequential mixed-methods design was employed involving 30 Management students at the Faculty of Economics and Business, Universitas Muhammadiyah Palembang. Quantitative data were collected through a 20-item five-point Likert-scale questionnaire, followed by semi-structured interviews with 10 purposively selected students. Questionnaire data were analyzed using descriptive statistics, while interview data were examined through thematic analysis to explain and elaborate on the quantitative findings. The findings indicated that students generally perceived SQ positively, with 95% agreeing that its implementation had a positive impact on their learning and 80% strongly agreeing that it enhanced their critical thinking skills. In addition, 75% strongly agreed that SQ facilitated deeper understanding of reading texts, while 75% strongly agreed that it improved their participation in academic discussions. The qualitative findings supported these results and revealed that SQ encouraged deeper engagement with texts, critical evaluation of information, justification of interpretations, and connections between reading materials and real-world contexts. However, students initially experienced difficulty responding to open-ended and higher-order questions, while time constraints also emerged as a challenge during classroom discussions. These findings suggest that SQ can serve as an effective dialogic approach for promoting critical thinking, deeper reading comprehension, and active participation in ESP reading instruction. Its successful implementation, however, requires systematic scaffolding, gradual exposure to higher-order questioning, and effective management of classroom discussion time.
THE IMPACT OF SOCRATIC QUESTIONING ON ESP STUDENTS' READING COMPREHENSION, CRITICAL READING, AND ENGAGEMENT: A MIXED-METHODS INVESTIGATION Sri Yuliani; Amirul Mukminin; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.214

Abstract

This study investigated the impact of Socratic Questioning (SQ) on ESP students’ reading comprehension, critical reading skills, and engagement, while also exploring students’ perceptions of its implementation in reading instruction. An explanatory sequential mixed-methods design was employed involving 30 ESP students enrolled in an English course at the Faculty of Economics and Business, Universitas Muhammadiyah Palembang. Quantitative data were collected using a 20-item reading test assessing reading comprehension and critical reading skills and a 10-item student engagement questionnaire. Qualitative data were obtained through classroom observations and semi-structured interviews with 10 selected participants. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were analyzed thematically. The quantitative findings revealed significant improvements in students’ reading comprehension, critical reading skills, and engagement following the implementation of SQ. The qualitative findings supported these results and revealed three prominent patterns: active meaning construction, evidence-based reasoning, and increased classroom participation. Students became more active and reflective readers by rereading texts, identifying relevant evidence, considering alternative interpretations, and articulating reasoned responses during classroom discussions. The integration of the quantitative and qualitative findings indicates that SQ promotes deeper comprehension and critical engagement by transforming reading into an interactive process of inquiry, dialogue, and evidence-based reasoning.The findings demonstrate the pedagogical potential of SQ for developing comprehension, critical reading, and active engagement in ESP reading instruction. ESP teachers are encouraged to integrate systematic Socratic questioning into reading activities while providing appropriate scaffolding to support students who may initially experience difficulty formulating and responding to higher-order questions. Effective time management is also necessary to balance dialogic discussion with other instructional objectives and ensure that SQ can be implemented sustainably in ESP classrooms.
Co-Authors Amirul Mukminin 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 Sri Yuliani Sulistiyo, Urip Tri Puspita Sari Urip Sulistyo Winarti