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Zuhairi, Aminudin
Universitas Terbuka
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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TECHNOLOGY INTEGRATION IN LEARNING IN THE 21ST CENTURY EFL CLASSROOM IN INDONESIA Bachtiar, Bachtiar; Juhana, Juhana; Zuhairi, Aminudin; Ardiasih, Lidwina Sri; Puspitasari, Maya; Pratiwi, Widya Rizky
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 6 No. 1 (2024): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

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Abstract

This paper reports the outcomes of a ‘Community Service’ activity related to the integration of technology in English language teaching in Indonesia in the 21st century. The activity was conducted for junior high school English language teachers in Depok District, Indonesia. It outlines the opportunities and challenges faced by teachers in incorporating technology into their teaching and learning processes. Key themes emerging from the activity, include enhancing English language proficiency, increasing engagement and motivation, developing 21st-century skills, cultural exchange and global awareness, as well as the role of teachers and professional development. However, the effectiveness of technology integration heavily relies on the teachers' proficiency, availability of infrastructure, and pedagogical adaptation. The findings of the activity highlight the importance of comprehensive teacher training programs, improvements in educational infrastructure, and a pedagogical shift towards a curriculum more inclusive of technology. Recommendations include enhancing collaboration among stakeholders to support a technology-enriched learning environment to meet the evolving needs of learners in Indonesia.
Deep Learning Approach in English Language Teaching: Does It Matter a Lot? Bachtiar, Bachtiar; Zuhairi, Aminudin; Maya Puspitasari; Sylvia
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 7 No. 2 (2025): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v7i2.17381

Abstract

This paper reports the outcomes of a ‘Community Service’ activity related to the implementation of the Deep Learning (DL) approach in English language teaching in Indonesia. The activity was conducted for junior high school English language teachers in Bogor regency, Indonesia. It outlines the design, implementation, and evaluation of a structured professional development program aimed at equipping teachers with the knowledge, skills, and reflective capacity needed to adopt Deep Learning within the framework of Indonesia’s Merdeka Belajar curriculum. Drawing on Michael Fullan’s 6Cs framework (i.e., character, citizenship, collaboration, communication, creativity, and critical thinking), the activity emphasized pedagogical transformation that moves beyond traditional content delivery toward student-centered, inquiry-based learning. The program adopted a four-stage model: observation, socialization, training and mentoring, and evaluation. These stages allowed facilitators to map the instructional realities of the participants, co-construct relevant training content, and evaluate the impact through both qualitative and quantitative measures. The results indicated a significant increase in teachers’ awareness of DL principles, improved pedagogical confidence, and willingness to implement more meaningful and contextualized English Language Teaching (EFL) practices. Key themes explored included the coherence between DL and the national Profil Pelajar Pancasila, strategies to overcome implementation challenges, and the integration of AI tools to enhance 21st-century competencies. The findings suggest that DL offers a transformative avenue for revitalizing ELT in Indonesia by aligning global educational innovations with local policy goals. This paper recommends sustained investment in teacher training, digital infrastructure, and curricular alignment to ensure scalable and equitable adoption of DL nationwide.
Cambridge One LMS in Enhancing Students' Learning Outcomes and Interest in English Final Test (A case study on English learning in 3rd graders at a Bilingual Elementary School in Semarang) Yusefrizarukmini Yusefrizarukmini; Andang Saehu; Aminudin Zuhairi
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8385

Abstract

The research focused on using Cambridge One LMS as an e-learning platform for Grade 3 English students at Semesta Bilingual Elementary School in Semarang. The main aim was to understand teachers' and students' challenges when using the Cambridge One LMS for English learning and find solutions. The researcher interviewed school principals, curriculum representatives, 2 English teachers, and four students from grades 3B and 3C at Semesta Bilingual Elementary School to collect data. The researcher also gave questionnaires to 40 students from classes 3B and 3C using Google Forms. Additionally, the researcher observed how Cambridge One LMS was used in English lessons. The questionnaire results showed that students positively viewed using the Cambridge One LMS for English lessons. However, the interviews revealed that teachers faced difficulties due to a lack of knowledge of technology, and the students had limited access to the Internet and computers or laptops. To address this, the school ensures effective use of the Cambridge One LMS by organizing workshops or training sessions provided by itself or a Cambridge representative. It offers comprehensive user guides or online tutorials for detailed instructions and access to support resources, such as help desks or customer support, which becomes beneficial for teachers' guidance. The school encourages collaboration among teachers familiar with the system to offer additional insights. Allowing time to explore the platform helps teachers become more comfortable and proficient. Finally, the school requests parents provide students with a computer or laptop for home use. Additionally, the school will enhance internet access and expand the computer lab facilities to support the teaching and learning process.
Co-Authors Ahmad Hubaisy Andang Saehu, Andang Ardiasih, Lidwina Sri Ari Nurweni Aryfiani Dwi Lestari Bachtiar Bachtiar Bachtiar Bachtiar Badri'ah, Badri'ah Dena, Raymond L. K. Dian Permatasari Dwi Listyorini Dwi Winarsih Endang Nugraheni Febriari Triswanti Fitriyanti Fitriyanti Gusti Yarmi Gusti Yarmi Handini, Wahyu Hanna Sundari Hidayah, Hidayah Hidayat, Nur Hayati Ida Malati Sajati Juhana Juhana Juhana, Juhana Kosasih, Fauzy Rahman Kulsum Nur Hayati Maya Puspitasari Maya Puspitasari Maya Puspitasari, Maya Nugraha, Benny Nugraheni, Endang Sajati, Ida Malati Sayrani, Laurensius P. Siti Hadianti, Siti Sri Haryati Sri Yuniati Putri Koes Hardini Suci Madiarti Isman Sudarno Sudarno Sutrisno, Anang Suwardi Suwardi Sylvia Umardani, Rudy Vebrianto, Rian Wahyudin Wahyudin Widya Rizky Pratiwi, Widya Rizky Yusefrizarukmini Yusefrizarukmini Yusefrizarukmini, Yusefrizarukmini