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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan JURNAL PENDIDIKAN TEMATIK DIKDAS Jurnal Ilmiah Universitas Batanghari Jambi Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar IRJE (Indonesian Research Journal in Education) International Journal of Language Teaching and Education JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Ilmiah Wahana Pendidikan Jurnal Pijar MIPA Modality Journal: International Journal of Linguistics and Literature Journal of Innovation and Research in Primary Education Studies in English Language and Education Indonesian Educational Administration and Leadership Journal (IDEAL) Vocational: Journal of Educational Technology Educational Leadership and Management Journal Lembaran Ilmu Kependidikan LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Eddy Haryanto
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Exploring Motivation and Challenges in Online Learning: Insights from English Students at One Islamic University in Indonesia Habibullah, Habibullah; Masbirorotni, Masbirorotni; Haryanto, Eddy
International Journal of Language Teaching and Education Vol. 8 No. 1 (2024): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v8i1.27247

Abstract

The rapid advancement of technology has revolutionized education, leading to the widespread adoption of online learning platforms. Understanding the motivations and challenges faced by students engaged in online learning is essential in this evolving landscape. This research delves into the current phenomena of motivation and challenges in online learning, focusing specifically on the English department at One Islamic University in Indonesia. Through interviews with fourth-semester English students, valuable insights are gained regarding the factors that influence student motivation and the various challenges encountered in the online learning environment. The findings highlight a prevailing sense of boredom and disinterest among some students, stemming from monotonous material, difficulties in understanding lectures, and the lack of direct interaction with instructors. Furthermore, limitations inherent in online learning, such as poor internet connectivity and reliance on digital devices, impede engagement. Qualitative methods shed light on the importance of creating a supportive learning environment, addressing interaction and comprehension challenges, and leveraging external motivators to enhance student engagement and motivation in online learning. The research outcomes provide valuable guidance for educators and institutions seeking to optimize the online learning experience and foster academic success within the English department at One Islamic University in Indonesia.
Students’ Perception of Autonomous English Learning Volya, Duti; Hadiyanto, Hadiyanto; Haryanto, Eddy; Abrar, Mukhlash
International Journal of Language Teaching and Education Vol. 9 No. 1 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i1.43358

Abstract

This study explores Indonesian EFL students' perceptions of autonomous learning within the context of the English Language Study Program at Universitas Jambi. Situated within national education reforms such as Merdeka Belajar Kampus Merdeka (MBKM), which emphasize learner independence and flexibility, the research investigates how autonomy is understood and practiced by students in a system traditionally bound by rigid curricula and teacher-centered approaches. Employing a mixed-methods design, the study surveyed 45 students using a validated autonomy self-assessment questionnaire and conducted follow-up interviews with selected participants. Quantitative results reveal that students demonstrate moderately high levels of autonomy, particularly in understanding instructional objectives and setting personal study plans. However, challenges remain in aligning personal learning goals with formal syllabi and sustaining independent learning beyond curricular demands. Qualitative findings enrich these insights, highlighting students' proactive behaviors in time management and self-directed learning, yet also uncovering a reliance on teacher direction and gaps in leveraging institutional resources. The study identifies both strengths and limitations in students' autonomous learning development. It proposes targeted strategies—including autonomy-oriented teacher training, curriculum flexibility, learner self-assessment tools, and reflective practices—to enhance learner agency. The findings contribute to the growing body of localized research on learner autonomy in Indonesia and offer actionable implications for educators, curriculum designers, and policymakers aiming to foster lifelong learning skills in EFL contexts.
THE EXPLORATION OF EFL TEACHING SYLLABUS IN EMANCIPATED CURRICULUM Saputri, Kurnia; Hadiyanto, Hadiyanto; Sulistyo, Urif; Haryanto, Eddy
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i1.7046

Abstract

This study investigates the implementation of the Emancipated Curriculum (Kurikulum Merdeka) in English as a Foreign Language (EFL) instruction, focusing on the alignment between teaching syllabi and the curriculum’s pedagogical vision. The objective of this research is to evaluate the design and structure of teaching syllabi prepared by English teachers, particularly in terms of instructional strategies, assessment practices, and learner-centred approaches. Employing a qualitative method with a case study approach, data were gathered through document analysis of syllabi developed by ten English teachers and supported by semi-structured interviews. Thematic analysis and coding were used to interpret the findings. The results reveal several strengths, including the integration of diverse teaching methods and relevant learning resources. However, the study also identifies notable challenges such as limited interactive classroom activities and a lack of differentiation to support diverse learner needs. The conclusion emphasizes that while the emancipated curriculum holds substantial potential for transforming EFL instruction, its effective implementation requires ongoing teacher development, collaborative planning, and contextual adaptation to ensure its long-term success.
Project-based or problem-based learning? Unveiling Islamic university students preferences and experiences in writing classes Angraini, Desti; Sulistiyo, Urip; Haryanto, Eddy; Pratama, Aryawira
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40831

Abstract

Project-Based Learning (PjBL) and Problem-Based Learning (PBL) have emerged as the leading teaching methods of this century. Thus, this study investigates the students preferences and experiences with PjBL and PBL in the development of writing skills at an Islamic university in Indonesia. Utilizing the qualitative analysis framework proposed by Miles and Huberman (1994), this research provides an in-depth examination of the students experiences, preferences, and the pedagogical efficacy of these two approaches. The data were collected through semi-structured interviews with the students who participated in writing courses that incorporated both PjBL and PBL strategies, allowing for a comprehensive comparison of their impacts on writing skills. The findings reveal that PjBL was particularly effective in enhancing the students writing abilities by nurturing sustained engagement, enabling thorough content exploration, and supporting iterative refinement through extended project work that integrates research, critical thinking, and feedback. In contrast, PBL proved valuable in promoting critical thinking and concise writing by utilizing structured problem-solving tasks. Overall, the study contributes to the discourse on effective writing instruction in higher education by suggesting that, while PjBL offered a more comprehensive framework for writing development, PBL served as a practical complementary method. The combined use of these strategies could, therefore, provide a balanced framework for enhancing the students academic writing proficiency.
MODEL PEMBELAJARAN IMAJINATIF MATERI MENULIS PUISI DI KELAS IV SDN 035 TEMBILAHAN: Imaginative Learning Model of Poetry Writing Materials In Grade IV SDN 035 Tembilahan Susanti, Eli; Nazurty, Nazurty; Haryanto, Eddy
Jurnal Pendidikan Tematik Dikdas Vol. 6 No. 2 (2021): Jurnal Pendidkan Tematik Dikdas
Publisher : Program Studi Magister Pendidikan Dasar Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jptd.v6i2.12693

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana pelaksanaan model pembelajaran imajinatif materi menulis puisi di kelas IV SDN 035 Tembilahan. Sejalan dengan tujuan penelitian tersebut, adapun metode yang digunakan adalah metode penelitian kualitatif. Teknik pengumpulan data yaitu dengan cara observasi, wawancara dan dokumen analisis. Teknik analisis data menggunakan model Miles dan Huberman. Adapun aktivitas dalam analisis data yaitu, data collection, data reduction, data display, conclusion drawing/ verification. Adapun lokasi penelitian ini  adalah Sekolah Dasar Negeri 035 Tembilahan, kabupaten Indragiri Hilir. Partisipan yang berperan dalam penelitian ini adalah guru. Bagaimana guru melaksanakan model pembelajaran imajinatif. Berdasarkan observasi yang penulis lakukan di lapangan terhadap tiga orang guru bahasa Indonesia baik observasi pertama, ke-dua dan ke-tiga pada masing-masing guru dapat disimpulkan bahwa model pembelajaran imajinatif dengan menggunakan media lagu materi menulis puisi terlaksana dengan baik meski berada pada situaasi pandemi. Peneliti juga melakukan wawancara terhadap tiga orang guru bahasa Indonesia di kelas IV SDN 035 Tembilahan, dapat disimpulkan bahwa model pembelajaran imajinatif materi menulis puisi menggunakan media lagu terlaksana dengan baik, meski menghadapi berbagai kendala dikarenakan pandemic covid-19. Berdasarkan hasil penelitian yang penulis lakukan di SDN 035 Tembilahan baik dilakukan melalui observasi, wawancara, dan dokumen analisi, dapat penulis simpulkan bahwa. Hasil penelitian model pembelajaran imajinatif menulis puisi  di kelas IV SDN Tembilahan terlaksana dengan baik. Kata Kunci: Model Pembelajaran Imajinatif, Menulis Puisi
PENGGUNAAN WHATSAPP SEBAGAI MEDIA PEMBELAJARAN ONLINE PADA SAAT PANDEMI CORONAVIRUS DI KELAS V SDN 169/X PANDAN MAKMUR: The Use of Whatsapp as An Online Learning Medium During the Coronavirus Pandemic in Grade V SDN 169/X Pandan Makmur Diningsih, Rina; Haryanto, Eddy; Sulistiyo, Urip
Jurnal Pendidikan Tematik Dikdas Vol. 6 No. 1 (2021): Jurnal Pendidikan Tematik Dikdas
Publisher : Program Studi Magister Pendidikan Dasar Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jptd.v6i1.13251

Abstract

Tujuan dari penelitian ini untuk mengetahui bagaimana penggunaan WhatsApp sebagai media pembelajaran online pada masa pandemi covid 19  yang dilakukan guru dalam pembelajaran,kendala  yang  dihadapi serta solusi pemecahan masalah yang diambil untuk mengatasi  kendala yang ada. Adapun metode dari penelitian ini adalah penelitian deskriptif kualitatif dengan jenis penelitian yang digunakan adalah fenomenologi Berdasarkan hasil observasi dan wawancara yang dilakukan dalam penggunaan media komunikasi WhatsApp pada pembelajaran dapat membantu proses penyampaian informasi materi yang akan dipelajari serta mempermudah guru dalam proses pembelajaran dengan adanya fitur yang tersedia. Penggunaan whatsApp dinilai  efektif sebagai media komunikasi pembelajaran online pada masa pandemi covid 19 yang dilakukan oleh guru kelas V dalam kegiatan pembelajaran yang memuat kegiatan pembukaan, inti dan penutup. Kemudian fitur yang sering digunakan fitur foto, video, dokumen, whatsApp group, dan call (telepon) secara langsung sangant membantu dalam proses penyampaian pembelajaran sehingga dirasakan dengan kehadiran fitur whatsApp dan juga penggunaanya yang mudah dan dapat digunakan oleh berbagai kalangan.  Kata Kunci: Whatsapp, Media Pembelajaran, Pembelajaran Online
Implementasi Profil Pelajar Pancasila pada Konsep Merdeka Belajar Kurikulum Merdeka Istiqomah, Lailatul; Haryanto, Eddy
Jurnal Pendidikan Tematik Dikdas Vol. 8 No. 2 (2023): Jurnal Pendidikan Tematik Dikdas
Publisher : Program Studi Magister Pendidikan Dasar Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jptd.v8i2.26149

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi profil pelajar pancasila dimensi beriman, bertakwa kepada Tuhan Yang Maha Esa dan berakhlak mulia, dimensi berkebinekaan global, dimensi gotong royong, dimensi mandiri, dimensi bernalar kritis dan dimensi kreatif di sekolah dasar. Penelitian ini merupakan penelitian kualitatif. Penelitian ini dilaksanakan di SDN 205/IV Kota Jambi pada semester genap  Tahun Ajaran 2022/2023. Data penelitian diperoleh melalui observasi, wawancara dan studi dokumen. Subjek penelitian pada penelitian ini adalah kepala sekolah dan guru kelas 1. Uji validitas menggunakan triangulasi teknik. Hasil penelitian ini menunjukkan bahwa profil pelajar pancasila pada konsep merdeka belajar kurikulum merdeka telah diimplementasikan di SDN 205/IV Kota Jambi. Tahapan implementasi melalui kegiatan proyek telah diimplementasikan sesuai dengan yang tertuang pada kemendikbud 2022, yakni dimulai dari memahami projek penguatan profil pelajar pancasila, menyiapkan ekosistem sekolah, mendesain proyek penguatan profil pelajar pancasila, mengelola asesmen dan melaporkan projek penguatan profil pelajar pancasila, hingga evaluasi dan tindak lanjut projek penguatan profil pelajar pancasila. Pada tahap pelaksanaan, kepala sekolah juga terlibat secara aktif. Implementasi profil pelajar pancasila juga sudah diimplementasikan dengan baik melalui budaya sekolah, projek penguatan profil pelajar pancasila, pembelajaran intrakulikuler, ekstrakulikuler, dan keteladanan. Kata Kunci: Implementasi, Kurikulum Merdeka
Improving Students' Collaboration Skills Using the RADEC Learning Model in Elementary School Science Learning Kiska, Nurul Delima; Haryanto, Eddy; Indryani, Indryani
Jurnal Pijar Mipa Vol. 19 No. 2 (2024): March 2024
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v19i2.6606

Abstract

The learning model has an influence on the success of achieving learning objectives. One of the learning models that can improve the skills of students is the RADEC learning model. The syntax contained in the RADEC learning model can help learner-centered learning, namely Read, Answer, Discuss, Explain and Create (RADEC). Currently, collaboration is one of the learning activities that is very popular with students, where currently collaboration skills are found in the 4C skills of the 21st century, however, there are still many students who are still passive in collaborative learning activities. Science and Technology is one of the lessons in the current independent curriculum. This research aims to improve collaboration skills in students using the RADEC learning model. This research uses a classroom action research (PTK) model which is carried out in two cycles consisting of four stages starting from planning, action, observation and reflection. The implementation of learning in this research was carried out using the syntax contained in the RADEC learning model. The selection of research subjects was carried out through purposive sampling techniques and the research subjects in this study were class IV B students with a total of 32 students. Data collection techniques in research are observation and interviews. The results of this research showed an increase from the implementation of cycle I, namely at meeting one and meeting 2 there was an increase of 6.6% and in cycle 2 at meeting 1 and meeting 2 there was an increase of 13.34%. Based on the results of this research, it can be seen that implementing learning using the RADEC learning model can improve students' collaboration skills in science learning. Based on the research that has been done, it can be said that the RADEC learning model can improve student collaboration skills in the learning process which is marked by the fulfillment of collaboration skill indicators by students.
Technology readiness for augmented reality integration in instructional design: Students’ perception Trisnawati, Winda; Sulistiyo, Urip; Sofyan; Haryanto, Eddy
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.41546

Abstract

This research aims to explore perception of students’ technology readiness in integrating instructional design based Augmented Reality (AR). This research was qualitative research. The technique of collecting data used interview technique. The sample of this research was 17 students who have used augmented reality in learning in English Education Study Program of Universitas Muhammadiyah Muara Bungo. The technique of data analysis used thematic analysis. Researchers used MAXQDA 24 software to analyze qualitative data. The findings showed that four positive and two negative perceptions of integrating AR. Positive perceptions include optimism, innovation, perceived usefulness, and ease of use. Students believe AR enhances English instruction and transforms teaching in a digital era. It also helps develop technical skills through user-friendly tools and pre-built assets, enabling content creation without advanced programming. Negative perceptions include discomfort and insecurity in AR use. Discomfort arises from technical issues like scanning difficulties, device overheating, image freezes, internet dependency, hardware limitations, high data consumption, and app instability. Insecurity stems from limited technical skills and challenges in conceptualizing AR designs.  
Classroom Action Research in IPAS Learning: Enhancing Students' Cognitive Abilities through a Differentiated Approach in Elementary Schools Lidiawati; Haryanto, Eddy; Habibi, Ahmad
Lembaran Ilmu Kependidikan Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i1.22158

Abstract

Background - In the era of the Merdeka Curriculum, fostering cognitive development through inclusive and student-centered instruction is a key priority, especially in integrated science and social studies (IPAS) for elementary students. Purpose - This study aims to improve students’ cognitive abilities in the IPAS subject through the implementation of differentiated learning strategies in a fourth-grade elementary classroom. Method/approach - This research employed Classroom Action Research (CAR) following the Kemmis & McTaggart model, which consists of two iterative cycles involving planning, implementation, observation, and reflection. Data collection techniques included cognitive assessments, classroom observations, teacher interviews, and documentation. The data were analyzed using both qualitative and quantitative descriptive methods. Findings - The results indicated a significant improvement in students' cognitive performance: 29% of students achieved the competency standard in the pre-cycle, which increased to 50% in Cycle I, and further to 86% in Cycle II. In addition to improved academic outcomes, students showed higher motivation, active participation, and greater confidence in connecting IPAS concepts to real-life contexts. Conclusions - The implementation of differentiated learning proved effective in enhancing cognitive understanding and fostering a more interactive and inclusive classroom atmosphere. This approach supports the goals of the Merdeka Curriculum by addressing diverse learning needs. Novelty/Originality/Value - This study provides empirical evidence on the practical application of differentiated instruction in IPAS learning at the elementary level, demonstrating its value in promoting equity, engagement, and academic success in line with current curriculum reforms.
Co-Authors ahmad habibi Ali, Muhammad Raden Angraini, Desti Atri Widowati Bashir, Ashadi Charles Darwin Diningsih, Rina Duti Volya Duti Volya Dwi Oktalia Edi Suryadi, Edi Ekawarna Ekawarna Eli Susanti Firman Firman Hadiyanto Hadiyanto Hendra Sofyan Hopipah, Ria Indryani, Indryani ISTIQOMAH, LAILATUL Kiska, Nurul Delima Kurnia Saputri, Kurnia Lidiawati MASBIROROTNI - Maysarah Mochammad Imron Awalludin Mukhlash Abrar Nazurty Nazurty Nely Arif Nia Daniati Norawati, Rosinta Pahmi, Sahrul Pratama, Aryawira Rahayu, Sulathi Resti, Meri Rosmiati Rosmiati Sofyan Sofyan Sofyan Sri Wachyuni Sulistiyo, Urip Sulistyo, Urif Syifa, Putri WINDA TRISNAWATI Wulandari, Bunga Ayu Zalviardi, Sanca