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All Journal Al-Lisan Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal EDUTECH Undiksha ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Journal of English Teaching, Literature, and Applied Linguistics Didaktika: Jurnal Pemikiran Pendidikan JASL - Journal of Applied Studies in Language Journal of Education, Language Innovation, and Applied Linguistics Abdisembrani: Jurnal Pengabdian Masyarakat Prospective-Education, Langguage and Literature Journal
Risa Triassanti
Universitas PGRI Ronggolawe Tuban
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Investigating teachers’ pedagogical adaptations for effective technology integration in EFL classrooms Marzuki, Abdul Gafur; Nur Aisiyiah, Vemmy Maidita; erizar, Erizar; Amalia, Ila; Huriyah, Huriyah; Triassanti, Risa; Kencanawati, Dewi
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.6828

Abstract

Background: The rapid integration of digital technologies in secondary education has transformed English as a Foreign Language instruction, yet effective implementation remains uneven and highly contextual. While prior studies often focus on access or technological competence, less attention has been given to how teachers adapt pedagogically within real classroom conditions, particularly in regional Indonesian contexts. Aims: This study investigates how EFL teachers adapt their instructional practices in technology integrated classrooms, examining forms of implementation, contextual factors influencing adaptation, and teachers’ perceptions of instructional effectiveness. Methods: A qualitative multiple site case study was conducted at SMA Negeri 1 Palu and SMA Alkhairaat Palu in Central Sulawesi, Indonesia. Ten EFL teachers were selected through purposeful sampling. Data were collected through semi structured interviews and classroom observations between March and May 2025. The data were analyzed using thematic analysis following Braun and Clarke’s six phase framework, integrating inductive coding with theoretically informed interpretation. Results: The findings indicate that technology integration operates as a dynamic process of pedagogical negotiation rather than linear adoption. Teachers reorganized lesson structures, modified digital tasks in response to classroom contingencies, and recalibrated instructional decisions when facing infrastructural limitations. Professional experience influenced adaptive flexibility, with more experienced teachers demonstrating greater capacity for instructional redesign. Although digital tools enhanced student engagement, their effectiveness depended on deliberate scaffolding and pedagogical orchestration. Implications: This study advances a process-oriented understanding of pedagogical adaptation in technology-mediated EFL classrooms. The findings underscore the centrality of teacher agency and reflective judgment in sustaining meaningful digital learning environments. Professional development initiatives should therefore prioritize adaptive expertise and pedagogical reasoning rather than technical skill acquisition alone.
Harnessing the Power of Gamification: A Deep Learning Approach to Enhancing Vocabulary Retention in EFL Classroom Abdul Gafur Marzuki; Huriyah; Anita; Risa Triassanti; Dewi Kencanawati; Santiana
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.101540

Abstract

Vocabulary is essential in EFL learning, yet retention, motivation, and engagement remain challenges. This study aims to explore the effectiveness of deep learning–based gamification in improving these aspects through more interactive and adaptive learning. The research subjects consisted of 30 students and 10 English teachers selected through purposive sampling based on their experience with gamification-based learning. Data were collected through semi-structured interviews, classroom observations, and document analysis using interview guidelines, observation checklists, and learning material reviews as research instruments. The data were analyzed using thematic analysis supported by triangulation and member checking techniques to ensure the validity of the findings. The results indicate that the implementation of gamification enhances vocabulary retention and promotes students’ motivation and engagement through interactive features such as progressive challenges, point systems, and immediate feedback. This study concludes that the integration of gamification with deep learning–based educational technology is a promising strategy for improving the effectiveness of EFL vocabulary learning and provides implications for the development of technology-enhanced language teaching practices.
PENGGUNAAN MEDIA RODANUSA (RODA WAWASAN NUSANTARA) DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA PEMBELAJARAN PENDIDIKAN PANCASILA KELAS VIII Khairunnisa Azzahra, Nada; Triassanti, Risa; Fatimah, Siti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64179

Abstract

This study was motivated by the low learning outcomes of Grade VIII-D students at UPT SMP Negeri 3 Tuban in Pancasila Education, particularly on Wawasan Nusantara material. In the pre-cycle stage, the class average was 73.32 with a completeness rate of 16.1% (5 of 31 students). This study aimed to describe the improvement of student learning outcomes through the implementation of RODANUSA media (Roda Wawasan Nusantara), which was integrated with the Problem Based Learning (PBL) model. RODANUSA is an educational game media in the form of a spinning wheel designed to make learning more interactive and engaging. This study used Classroom Action Research (CAR) with the Kemmis and McTaggart model in two cycles during the even semester of 2025/2026 involving 31 students of Grade VIII-D. The results showed that the average score in Cycle I increased from 73.32 to 84.39 with a completeness rate of 71.0%, and in Cycle II increased to 89.58 with a completeness rate of 100%. The average N-Gain was 0.60, which is in the moderate category. It can be concluded that RODANUSA integrated with PBL was effective in improving student learning outcomes on Wawasan Nusantara material.
Co-Authors Abdul Gafur Marzuki Abdul Gafur Marzuki Agus Wardhono Ambarsari, Lusi Anita Anita Aulia Rahma Salsabila Avila Kurniawati, Sintia Baehaqi Budi Susatyo Budi Susatyo Christina I.T. Panggabean Christina Innocenti Tumiar Panggabean Dewi Kencanawati Dyah Kurniawati Erizar Erizar, Erizar Hadi, Dholiful Huriyah Huriyah Huriyah, Huriyah Ila Amalia, Ila Iqlima, Putri Amifalahiya Kencanawati, Dewi Khairunnisa Azzahra, Nada Mansur Mansur Monica Nila Sari MUTHMAINNAH Nur Aisiyiah, Vemmy Maidita Santiana Sholahudin Al Magribi Siti Fatimah Siti Helmyati Sofia, Rissa Ulfa Yuliasari Vargheese KJ Yoliete Rohmadtis