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All Journal JURNAL PEDAGOGY IJEE (Indonesian Journal of English Education) English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture DWIJA CENDEKIA: Jurnal Riset Pedagogik Linguistics and Elt Journal ENGLISH JOURNAL Voices of English Language Education Society Jurnal Pendidikan Luar Sekolah English Journal Pedagogy : Journal of English Language Teaching Journal Of Academia In English Educations (JADEs) Edukha : Jurnal Penelitian dan Pengabdian Masyarakat
Maulidia Rachmawati Nur
Universitas Ibn Khaldun Bogor
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Identity and emotion of secondary English Teacher during Merdeka curriculum Nur, Maulidia Rachmawati; Soliha, Adila Nuramalia
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24175

Abstract

There has been limited attention to Language Teacher Identity in the context of curriculum change in Indonesia. Merdeka Curriculum is the latest innovation in solving Indonesia’s curriculum issues. Drawing upon the teacher identity theory, this qualitative case study examines how three English teachers engaged their emotion within curriculum change in Indonesia and how identity affected their teaching practices during the Merdeka Curriculum. Data were collected through in-depth interviews and closed-ended questions. Finding indicate that teachers experience a variety of emotions in response to the curriculum change, which are generated by teachers’ identity constructions. Furthermore, teacher knowledge, experience, and competence identity in the context of Merdeka Curriculum impact their teaching practice. This case study underscores the importance of government attention of effective teacher training strategy to ease the transition and enhance educational outcomes.
Membaca Ekstensif Dan Agensi Pembelajar Di Era Pandemi: Sebuah Studi Kasus Di Indonesia Mutmainatul Ma’wa, Mila; Rachmawati Nur, Maulidia; Nurmayasari, Eva
EDUKHA : Jurnal Penelitian dan Pengabdian kepada Masyarakat Vol. 4 No. 2 (2023): Vol. 4 No. 2 (2023)
Publisher : FKIP Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/edukha.v4i2.15526

Abstract

Agensi pembelajar (Learner agency) merupakan salah satu karakter atau kompetensi yang dimiliki siswa dalam menentukan minat dan inisiatif dalam proses belajar yang dilakukannya. Dalam hal ini siswa mempunyai kesadaran diri akan pentingnya belajar dan mempunyai inisiatif sendiri dalam melakukan proses belajarnya. Penelitian ini bertujuan untuk mengetahui sejauh mana siswa dapat menunjukkan karakter agensi pembelajar melalui kegiatan membaca ekstensif. Wawancara semi terstuktur digunakan sebagai instrumen dalam mendapatkan data tentang karakter agensi pembelajara melalui kegiatan membaca ekstensif. Partisipan riset dalam penelitian ini adalah lima orang siswa yang terlibat dalam kegiatan membaca ekstensif. Berdasarkan hasil wawancara, data yang diperoleh menunjukkan bahwa partisipan riset ini mempunyai ciri-ciri agensi pembelajar, antara lain: mempunyai inisiatif, lebih aktif dan berpartisipasi aktif dalam kegiatan pembelajaran berdasarkan minatnya
EFL Teacher Agency in Merdeka Curriculum Rachmawati Nur, Maulidia; Restu Luthfiani Maulida
JADEs Journal of Academia in English Education Vol 5 No 1 (2024): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v5i1.8568

Abstract

Curriculum is undoubtedly a crucial part of education. In Indonesia, education curriculum has already undergone several changes. Among others, the newly introduced and implemented one is called “Kurikulum Merdeka”. This study aimed to investigate how English teachers enact agency in English teaching process under curriculum change (Kurikulum Merdeka) and what are the challenges in English teaching process use Kurikulum Merdeka. A case study was used as the research design in this study. Interview guidelines and questionnaires were used as the instruments to get the data. The participants were five English teachers from four Junior high schools in Bogor, Jawa Barat, Indonesia. The result or findings showed that English teachers enacted agency in their teaching process used Kurikulum Merdeka with several characteristics, namely: Teacher Intentional Action, Teacher Autonomy, Teacher Professional Growth, Teacher Collaboration and Teacher Contextualization. And there are several problems or challenges in teaching English used Kurikulum Merdeka, such as: lack of information, lack of facilities and infrastructure, and students’ abilities. To solve the problems or to face the challenges collaboration from government, school support, teachers, parents and students is needed.
Students' and Teachers’ Responses to the Practice of English Medium Instruction in the Secondary School Level: Evidence from Indonesia Nur, Maulidia Rachmawati; Nurhidayati, Nurhidayati; Saragih, Enni Erawati; Nurmayasari, Eva
Linguistics and ELT Journal Vol 12, No 2 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i2.28731

Abstract

In response to the expansion of English medium instruction (EMI) in secondary education, this qualitative case study explores students' and teachers' responses to EMI practices in the context of the secondary school level. Data for this study were collected from interview guidelines with teachers and students from a secondary school level implementing EMI, which is located in West Java Province, Indonesia. Questionnaires and interviews were used as research instruments to obtain data about students' and teachers’ responses to EMI practices. The findings showed EMI practices trigger bilingualism in the learning process. Besides, It can potentially promote students’ and teachers’ enthusiasm in the context of  English for Specific Purposes in which the teacher plays an important role in the learning process.  The findings also detail teachers’ knowledge of EMI,  Responses to the practice of EMI, teachers’ challenges to the practice of EMI, and Students’ and Teachers’ Attitudes to the practice of EMI.
SCHOOL LEADERSHIP AND POLICY IN IMPLEMENTING UNDERSTANDING BY DESIGN: A COMPARATIVE CASE STUDY IN ENGLISH TEACHING MODULES Retnowati, Nanik; Pham Thi Thu Hien; Maulidia Rachmawati Nur; Linda; Tsaniatul Fatiha; Lutfio Indra Permana
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11213

Abstract

Effective teaching relies heavily on intentional instructional planning that aligns learning goals, assessments, and activities. The Understanding by Design (UbD) framework, known for its backward design approach, has been adopted within Indonesia’s Merdeka Curriculum to promote coherence and purpose in learning. However, its implementation across schools varies significantly, often shaped by leadership practices and local policy enforcement. This study investigates how school leadership influences the implementation of UbD in English teaching modules at two public secondary schools in Bogor City. Employing qualitative content analysis, the research draws on data from curriculum documents, semi-structured teacher interviews, and classroom observations. Findings reveal that one school demonstrates effective UbD integration, driven by assertive leadership, clear policy communication, and routine monitoring. In contrast, the second school shows fragmented implementation due to limited leadership involvement and a lack of institutional reinforcement. These contrasting cases highlight that while teacher understanding is necessary, school leadership plays a pivotal role in translating national curriculum mandates into coherent instructional practice. The study underscores the importance of proactive leadership and coordinated policy support to ensure the consistent and meaningful adoption of curriculum frameworks like UbD in schools.
Investigating teachers’ pedagogical competence: A case study of professional digital competence application in Indonesia Nur, Maulidia Rachmawati; Bahtiar, Muhamad Rizky; Umam, Amalul; Nurmayasari, Eva
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.501-514

Abstract

In the current Indonesian educational landscape, technological aids hold important roles in promoting effective teaching and learning. This research addresses the critical need to understand teachers' proficiency levels in Professional Digital Competence (PDC) to navigate this digital shift. Teachers' capacity to implement innovative and relevant teaching strategies is essential in a time when information and communication technology (ICT) is becoming an increasingly essential component of education. The purpose of this study is to find out which competency level teachers are in PDC. It also aims to understand the implications of teachers’ PDC level for learning. Framed under a case study research design, this study administered questionnaires and interviews to five high school English teachers. The data collected were analyzed using thematic analysis. The findings showed that the level of teachers’ PDC varies among the participants, which leads the teachers to improve their effectiveness and efficiency in teaching by personalizing the learning processes and promoting more student-centered learning.
Do Emotions Teach Us How to Teach? Emotional Insights from an International EFL Practicum in Thailand Rachmawati Nur, Maulidia; Jihan Khalishah, Salsabila; Afandi, Muhajir
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30333

Abstract

This qualitative case study explores the emotional geographies experienced by Indonesian pre-service teachers during an international EFL teaching practicum in Southern Thailand. Using Hargreaves’ (2001) framework, which includes moral, sociocultural, political, professional, and physical geographies, this study examines how emotional dynamics influence the practicum experiences of two pre-service teachers over six months. Data were gathered through open-ended questionnaires and semi-structured interviews, then analyzed with Braun and Clarke’s Thematic Content Analysis and the Miles and Huberman model. The findings indicate that three emotional geographies, moral, sociocultural, and political, were most prominent. These emerged through emotional challenges such as managing student behavior, navigating cultural and linguistic differences, and dealing with hierarchical structures that hinder open communication and emotional expression in the classroom. Despite these challenges, participants also experienced emotional growth, increased cultural awareness, and development of their teaching identities. The study highlights the importance of affective experiences in shaping teacher development, particularly within intercultural and multilingual educational settings. It contributes to the expanding body of literature on international teacher education by emphasizing the need to include emotional preparation and intercultural competence in pre-service teacher training. Addressing emotional aspects of teaching through structured reflection, emotional literacy, and mentoring can better prepare future educators for global teaching assignments. The findings suggest that policy and curriculum reforms in teacher education are essential to foster emotional resilience and intercultural adaptation during international practicums.
PROJECT-BASED LEARNING IN ENGLISH LANGUAGE TEACHING: DOES IT PROMOTE STUDENTS’ HIGHER-ORDER THINKING SKILLS? Nurmayasari, Eva; Suciyati Ummu Habibah; Maulidia Rachmawati Nur; Enni Erawati Saragih
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

ABSTRACT This study explores teachers’ perceptions of Project-Based Learning in English language teaching to promote Higher-Order Thinking Skills. Using a qualitative case study design, the research involved three junior high school teachers in Bogor Regency, selected through purposive sampling. Data was collected via open-ended questionnaires and semi-structured interviews. Findings showed that teachers viewed project-based learning as a student-centered approach emphasizing real-world relevance, collaboration, product creation, and contextual learning. Implementation included planning, scaffolding, group work, facilitation, and feedback. Teachers reported that project-based learning fostered higher-order thinking skills by encouraging critical analysis, creativity, and reflection, although challenges such as time constraints and diverse student abilities remained. The study underscores the need for teacher readiness, resources, and contextualized instruction to optimize project-based learning in promoting higher-order thinking skills. Keywords: Project-Based Learning, Higher-Order Thinking Skills, Teacher Perception, Case Study
PENGUATAN KOMPETENSI GURU MELALUI PELATIHAN PEMANFAATAN METODE PEMBELAJARAN BERPUSAT PADA PESERTA DIDIK Rahmawanti, Movi Riana; fatonah, umi; Nur, Maulidia Rachmawati; safitri, ani; maisalinia, ria
EDUKHA : Jurnal Penelitian dan Pengabdian kepada Masyarakat Vol. 6 No. 1 (2025): Jurnal Edukha
Publisher : FKIP Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/edukha.v6i1.21420

Abstract

Pengabdian masyarakat ini bertujuan untuk meningkatkan kompetensi guru sekolah dasar melalui pelatihan intensif dalam metode pembelajaran berpusat pada peserta didik. Pelatihan ini dilatarbelakangi oleh kebutuhan mendesak akan pergeseran paradigma mengajar dari yang berpusat pada guru (teacher-centered) menjadi berpusat pada siswa (student-centered). Metode pelatihan yang digunakan adalah kombinasi antara pemaparan teori dan lokakarya praktis yang melibatkan guru secara aktif. Materi utama yang disampaikan meliputi empat pilar pembelajaran inovatif: Pembelajaran Berbasis Proyek (PjBL), Pembelajaran Berbasis Masalah (PBL), Pembelajaran Kolaboratif, dan Pembelajaran Berdiferensiasi. Hasil pelatihan menunjukkan transformasi signifikan dalam cara pandang dan praktik mengajar para peserta. Guru tidak lagi melihat diri mereka sebagai satu-satunya sumber pengetahuan, melainkan sebagai fasilitator yang memandu proses eksplorasi siswa. Mereka telah dibekali dengan keterampilan nyata untuk merancang kegiatan pembelajaran yang otentik dan relevan, seperti merancang proyek yang memicu kreativitas atau menyajikan masalah nyata yang menantang siswa untuk berpikir analitis. Dampak paling nyata adalah peningkatan kesadaran dan kepercayaan diri guru untuk menciptakan lingkungan belajar yang dinamis, relevan, dan memberdayakan. Kesimpulan dari program ini adalah bahwa pendekatan praktis dan kolaboratif dalam pelatihan guru efektif untuk menumbuhkan mentalitas pendidik yang siap mewujudkan pembelajaran yang mendorong siswa menjadi pembelajar yang kritis, kreatif, dan kolaboratif
IMPLEMENTASI PEMBELAJARAN INTERAKTIF BERBASIS DIGITAL UNTUK PEMBELAJARAN ANAK USIA DINI Rahmawanti, Movi Riana; fatonah, umi; Nur, Maulidia Rachmawati; safitri, ani; maisalinia, ria
EDUKHA : Jurnal Penelitian dan Pengabdian kepada Masyarakat Vol. 6 No. 1 (2025): Jurnal Edukha
Publisher : FKIP Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/edukha.v6i1.21421

Abstract

Pengabdian ini memiliki fokus pada implementasi pembelajaran interaktif berbasis digital untuk meningkatkan kualitas pendidikan anak usia dini. Program ini dilaksanakan melibatkan sekelompok anak usia dini dalam beberapa sesi pengajaran. Tujuan utama dari pengabdian ini adalah untuk mengintegrasikan teknologi digital secara efektif dalam proses pembelajaran, memanfaatkan potensi media seperti YouTube, permainan edukasi, dan aplikasi interaktif lainnya. Metode yang digunakan mencakup pendekatan partisipatif, di mana anak-anak diajak untuk terlibat secara langsung dalam aktivitas digital yang dirancang untuk merangsang kreativitas, kemampuan kognitif, dan motorik halus. Sesi pembelajaran dirancang secara tematik, dengan setiap sesi difokuskan pada materi yang relevan dengan kurikulum anak usia dini, seperti pengenalan huruf, angka, bentuk, dan warna, serta konsep dasar sains dan seni. Penggunaan media digital dipilih untuk menyajikan materi ini secara visual dan audio yang menarik, jauh dari metode ceramah tradisional yang cenderung pasif. YouTube digunakan untuk menayangkan video edukasi yang ceria dan informatif, sementara permainan edukasi dimanfaatkan untuk mengubah konsep belajar menjadi pengalaman yang menyenangkan dan kompetitif secara sehat. Hasil observasi selama program menunjukkan bahwa pembelajaran interaktif berbasis digital berhasil menciptakan suasana belajar yang dinamis dan menyenangkan. Anak-anak menunjukkan tingkat partisipasi dan antusiasme yang sangat tinggi. Mereka tidak hanya pasif menerima informasi, tetapi juga secara aktif berinteraksi dengan konten digital, menjawab pertanyaan, dan menyelesaikan tantangan dalam permainan. Tingkat kegembiraan dan keterlibatan yang tinggi ini menandakan bahwa pendekatan ini efektif dalam mempertahankan perhatian anak usia dini. Selain itu, para guru juga memberikan respons yang sangat positif. Mereka melihat manfaat signifikan dari integrasi teknologi, termasuk kemudahan dalam menyampaikan materi yang kompleks dan potensi untuk personalisasi pembelajaran.
Co-Authors Afandi, Muhajir Ahmad Madkur Amalul Umam Andini Rahma Az Zahra ANI SAFITRI, ANI Bahtiar, Muhamad Rizky Dinda Ananda Enni Erawati Saragih Enni Erawati Saragih, Enni Erawati Eva Nurmayasari Febi Yolanda Isrina Septiana Jihan Khalishah, Salsabila Latifah Azizah Linda Lutfio Indra Permana Maisalinia, Ria Movi Riana Rahmawanti Mutmainatul Ma’wa, Mila Nanik Retnowati Nurazizah, Siti Nurhidayati Nurhidayati Pham Thi Thu Hien Restu Luthfiani Maulida Rini . Siti Nurazizah Soliha, Adila Nuramalia Suciyati Ummu Habibah Tsaniatul Fatiha Umi Fatonah