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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya Pioneer: Journal of Language and Literature Jurnal Peduli Masyarakat Jurnal Inovasi Penelitian Jurnal CULTURE (Culture, Language, and Literature Review) English Learning Innovation (englie) Journal of Language and Health JEELS (Journal of English Education and Linguistics Studies) Educational Tracker : Teaching English as a Foreign Language Journal UNNES International Conference on ELTLT Surakarta English and Literature Journal NextGen Education Review Journal Prosiding Seminar Nasional Pengabdian Kepada Masyarakat: Peduli Masyarakat ACCELERATION: Multidisciplinary Research Journal Manajemen Pendidikan
Didit Kurniadi
Universitas AKi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Educational Management Strategies in Implementing Central Approaches for Early Childhood Learning in Kindergarten Irenne Kusminarso; Indah Arvianti; Didit Kurniadi
Manajemen Pendidikan Volume 20, No 1, Tahun 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jmp.v9i2.11519

Abstract

This study aims to analyze educational management strategies in implementing a child-centered approach to early childhood learning in kindergarten settings. Using a descriptive qualitative approach with a case study design, the research was conducted at TK Cahaya Bangsa in Semarang, Central Java. Data were collected through in-depth interviews, participatory observations, and document analysis. The findings reveal that the educational management strategies include thematic curriculum planning, flexible scheduling, participative leadership, and active parental involvement. The child-centered approach is implemented through project-based learning, environmental exploration, and thematic activities that position children as active participants in the learning process. The main challenges identified involve limited learning resources, varying teacher competencies, and fluctuating levels of parental engagement. Nevertheless, effective management strategies significantly contribute to creating a child-centered learning environment that fosters autonomy, creativity, and social development. This study offers valuable implications for early childhood education policy and managerial practices in preschool institutions. Keywords: educational management, child-centered approach, early childhood education, kindergarten, child-centered learning
ITBISA: A Novel and Sustainable Approach for Supporting EFL Learners’ English Proficiency and Digital Literacy Kurniadi, Didit; Yuliasri, Issy; Wahyuni, Sri; Sakhiyya, Zulfa
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

IT-Based Integrated Skills Approach (ITBISA) represents a pedagogical approach that combines Oxford’s (2001) Integrated Skills Approach (ISA) with digital literacy dimensions outlined by Son (2017), aiming to improve both English proficiency and digital literacy among EFL learners. Developed for TEFL (Teaching English as a Foreign Language) instruction, ITBISA integrates the four essential language skills through the purposeful use of digital tools and platforms. This study investigates the implementation of ITBISA in a university TEFL course by examining perspectives from students and the teacher. The current implementation builds upon previous applications of the approach by incorporating updates to the national curriculum and integrating AI-based technologies to address the evolving challenges of education in the AI era. Data collection involved classroom observations, teacher and student questionnaires, analyzed thematically to identify learning patterns, technological engagement, and pedagogical insights. The findings show that ITBISA creates a learning environment that promotes active participation, critical thinking, and increased digital awareness. Students reported better confidence in using English in academic and digital contexts, while the teacher noted enhanced classroom interaction and student autonomy. ITBISA is shown to be a sustainable and adaptable approach for EFL instruction, offering a forward-looking framework that addresses the dual demands of language mastery and digital competence in today’s AI era.
OBSERVING IDEOLOGY IN CRITICAL DISCOURSE ANALYSIS THROUGH CRITICAL LITERACY PRACTICE Ainun Nisa Luthfi Salsabila; Indah Arvianti; Didit Kurniadi
Philosophica: Jurnal Bahasa, Sastra, dan Budaya Vol. 8 No. 2 (2025): December 2025
Publisher : English Literature Department, Faculty of Economics, Law, and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/pho.v8i2.3885

Abstract

By revealing speakers’ meanings through ideology, this project aims to provide the gaps in critical discourse analysis abilities through critical literacy practice. Because of the power of legislators, political figures, and other text creators, language preferences can be used to oppress the broader population. Readers should be open to critically evaluating all texts to prevent the media from controlling what they read. The community may experience social chaos as a result of students’ inability to comprehend and analyse news and mass media. The ruling party’s ideology, which seeks to uphold and defend its dominance, can be examined using critical discourse analysis to identify the power of language. The research uses a case study method that gathers data through artefacts and observation. Getting an explanation of students’ responses to questions, and the artefacts they have produced that show their engagement with critical literacy as Freire’s concept are all part of the data analysis process. The conceptual framework for teaching ideology fulfils the absence of emphasising critical literacy pedagogy, such as familiarising teaching methods, picking authentic materials, observing critical discourse analysis, applying multimodality, and asking critical questions. These conceptual frameworks can be used to teach students how to read and evaluate texts so they can learn about identity, diversity, and power. Students seem to benefit from critical literacy practice as a tool for developing critical language awareness, so they are not easily provoked by the text and obverse deeper the words they read before taking action that provides possibilities for social conflict. Therefore, the objective of this research is to develop language learning tools based on critical discourse analysis, with ideology as the core of revealing the meaning of speakers that provide critical literacy awareness. Keywords: critical discourse analysis, critical literacy, ideology
Digital literacy of an EFL teacher in IT-based language instruction to teach speaking Williyan, Aldha; Taufiqi, Muhammad Aulia; Kurniadi, Didit
Jurnal CULTURE (Culture, Language, and Literature Review) Vol. 12 No. 1 (2025): Jurnal CULTURE (Culture, Language, and Literature Review)
Publisher : Universitas Aki

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53873/culture.v12i1.690

Abstract

Learners in today's modern age are highly technologically savvy. It is no surprise that some forms of IT-based instruction are used in language courses to make classes more entertaining and participatory for students. Teachers can involve their students in the learning process by providing a vibrant and engaging classroom environment using technology. This research aims to investigate the level of digital fluency of an Indonesian EFL teacher who uses IT-based language instruction to teach speaking, as well as how the Indonesian EFL teacher integrates digital tools and technology in their language instruction to teach speaking skills. These goals are achieved by observing an EFL teacher and 37 EFL students during three sessions of the teaching and learning process using a qualitative methodology. The results show that IT-based instruction is delivered through a variety of applications and websites, demonstrating the high level of digital literacy of the EFL teacher. It also reveals that the learning process is now inextricably linked to the internet as a learning resource and instrument, and that technological advancements benefit both students and teachers. Therefore, it is challenging to separate the roles of teachers and technology in constructing the current educational paradigm due to their influence on its progress.
DARI KI HAJAR KE GENERASI ALFA : RELEVANSI LANDASAN PENDIDIKAN SOSIOLOGIS INDONESIA DI ERA 5.0 BY SYSTEMATIC LITERATUR RIVIEW Nur Elih; Didit Kurniadi; Elin Yufriani; Mutoharoh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41219

Abstract

This study aims to examine the relevance of Indonesian sociological educational foundations inherited from Ki Hajar Dewantara in responding to the characteristics of Generation Alpha in the Society 5.0 era. Social changes driven by technological advancement, digitalization, and artificial intelligence require educational systems to remain rooted in cultural, humanistic, and national values while being adaptive to global challenges. This research employs a qualitative approach using the Systematic Literature Review (SLR) method. Data were collected from national and international journal articles indexed in Google Scholar and indexed SINTA between 2015 and 2025. The literature selection process followed identification, screening, eligibility, and thematic analysis stages. The findings indicate that Ki Hajar Dewantara’s educational principles, such as ing ngarso sung tulodo, ing madya mangun karso, and tut wuri handayani, remain highly relevant as a foundation for character building, social literacy, and independent learning among Generation Alpha. Integrating these sociological values with digital technology utilization strengthens a humanistic, inclusive, and sustainable education system in the Society 5.0 era. This study emphasizes the importance of harmonizing local wisdom and technological innovation in developing an adaptive and competitive national education ecosystem. Keywords: sociological basic of education, Ki Hajar Dewantara, Generation Alpha, Society 5.0.
MODEL KEPEMIMPINAN PENDIDIKAN DIREKTIF DAN INTRUKSIONAL Didit Kurniadi; Euis Fidyana; Fuad Abdul Baqi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.41346

Abstract

This study aims to identify concepts of educational leadership with a focus on directive and instructional leadership models. Through a literature review, the study examines the essence and characteristics of both leadership models. A deep understanding of directive and instructional leadership is expected to make a positive contribution to the development of leadership practices in the field of education. The research method employed in this study is a literature review involving the analysis of recent and relevant literature on educational leadership, particularly in the context of directive and instructional leadership models. The results of the analysis are integrated to form a comprehensive understanding of the key aspects of both leadership models. The findings of this study indicate that directive leadership is a form of leadership that provides followers with clear expectations, schedules the tasks to be carried out, and offers specific guidance on how to complete those tasks. Meanwhile, instructional leadership focuses on students’ learning processes and outcomes through the professional empowerment of teachers. Keywords: educational leadership, directive leadership, instructional leadership, literature review.
IT-BISA on English proficiency and digital literacy skills: Delving into students’ views and teacher’s reflections Didit Kurniadi; Issy Yuliasri; Sri Wahyuni; Zulfa Sakhiyya
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7195

Abstract

This study introduces IT-BISA (IT-Based Integrated Skills Approach), an innovative pedagogical approach to improve EFL university students’ English proficiency and digital literacy. IT-BISA integrates all four language skills with digital tools, creating a learning environment that supports language development and digital competence. This study aims to explore how IT-BISA was implemented in a TEFL course and examine its perceived impact from both the teacher’s and students’ perspectives. A qualitative research design included students’ views and the teacher’s reflective journals (early, middle, and end-of-semester). While simple percentage data were used to describe student responses, the primary analysis involved thematic analysis of reflections and survey comments. The findings revealed that 86% of students reported improvement in speaking confidence, 80% perceived progress in reading comprehension, and 90% indicated increased ability to use digital tools for academic purposes. Additionally, 88% described the learning experience as engaging and motivating. The students showed notable growth in English proficiency and confidence, particularly in speaking and reading. Moreover, their ability to use digital tools for learning also improved. Students viewed the IT-BISA-based learning as engaging, practical, and motivating. Thematic findings further reveal increased classroom interaction, stronger learner agency, and greater responsibility for independent learning. Teacher reflections also identified challenges related to technological adaptation and varying levels of digital readiness. The approach contributes to ongoing conversations about meaningful technology integration and an integrated skills approach in language education.
PEMBERDAYAAN DAN PENDAMPINGAN ANAK MIGRAN INDONESIA MELALUI PROGRAM KKN INTERNASIONAL DI SELANGOR, MALAYSIA Sukma, Tiara; Kurniadi, Didit
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62216

Abstract

Indonesian migrant children in Selangor, Malaysia, still face limited access to education, literacy, basic healthcare, as well as character and religious development. These conditions form the basis for the implementation of the “Mangunsari Goes Abroad 2026” International Community Service Program (KKNI) at the Elshaddai Learning Center (SB) under the auspices of the Indonesian School of Kuala Lumpur, Malaysia. This article aims to describe the implementation and evaluate the achievements of the International Community Service Program in empowering Indonesian migrant children through six areas of service: education, health, entrepreneurship, the environment, tourism, and religious education. The program involved 55 elementary school students as participants. Data were collected through observation, documentation, and hands on practice and demonstrations and were then analyzed descriptively to illustrate the program’s achievements in each area of activity. The results showed an increase in participants’ engagement in literacy activities, interest in reading and writing, ability to practice clean and healthy living habits, creativity in simple entrepreneurship, ability to sort waste, appreciation for Indonesian tourist destinations, as well as the ability to memorize prayers, read the Qur’an, and learn basic Arabic in accordance with the participants’ developmental levels. All participants demonstrated high levels of engagement and enthusiasm throughout the program. Overall, the implementation of the International Community Service Program made a positive contribution to improving literacy, clean and healthy living habits, creativity, environmental awareness, national identity, and religious understanding among Indonesian migrant children, while also strengthening Indonesia’s national identity and cultural diplomacy abroad.
Co-Authors Achmad Bahtiar Efendi Ainun Nisa Luthfi Salsabila Aldha Williyan Alfiqri, Fahmi Arifin, Muhammad Nur Arinda Dea Mutiasari Aryani, Oktianti Dwi Audrizan Wahyu Suprapto Ayu Ratnasari Budi Purnomo Delina Selfia Seilatuw Eko Heriyanto Eko Heriyanto Elin Yufriani Euis Fidyana Fahrur Rozi Fuad Abdul Baqi Hana Theresya Nisa Hapsari, Christianti Tri Ika Oktaria Cahyaningrum Ika Oktaria Cahyaningrum Indah Arvianti Irenne Kusminarso Issy Yuliasri Kholid, Kholid khudlori, amin Lie Ericko Nathan Lubis, Donal Fernado Mahanani, Dwi Herwindha Masela Alifah Mohamad Fajarianditya Nugroho Muhammad Aulia Taufiqi muhid, ahmad Mukaraomah, Naela Hidayatul Mutoharoh Naela Hidayatul Mukaraomah Novi Diana Nur Elih Priska Natalia Rizqia Lutfi Kurnia Dewi Saqifanty, Awanda Bramantika Seilatuw, Delina Selfia Sri Wahyuni Sukma, Tiara Suprapto Suprapto Suprapto Suprapto Tri Arie Bowo Tri Fena Retty Yulianan Gultom Wahyuni, Sri Yohana Aurilia Binambuni zulfa Sakhiyya