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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal English Education: Jurnal Tadris Bahasa Inggris Ijtima'iyya: Journal of Muslim Society Research Journal of English Language Teaching Innovations and Materials (Jeltim) Tsaqafatuna: Jurnal Ilmu Pendidikan Islam Journal of Language and Literature Studies Cerdika: Jurnal Ilmiah Indonesia Foreign Language Instruction Probe International Journal of Educational Qualitative Quantitative Research Journal of English Education and Teacher Trainer
Tedi Rohadi, Tedi
IAIN Syekh Nurjati Cirebon
Religion Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Deradicalization Through Multicultural and Local Wisdom Literacies Based Teaching Model at Salaf and Kholaf Pesantren in West Java Rohadi, Tedi
Ijtimāiyya: Journal of Muslim Society Research Vol 2 No 1 (2017)
Publisher : Postgraduate Program, State Institute on Islamic Studies Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (632.004 KB) | DOI: 10.24090/ijtimaiyya.v2i1.1050

Abstract

Indonesia has been a country with multi-ethnics, cultures, and religions. These diversities become its own wealth and treasures as well as dangers. The differences will create dynamic and meaningful human lives. On the other hand, they posit potential radicalization and conflicts that will explode anytime due to their differing meaning and perception. Education is a solution since it plays a role of social reconstruction. It can not only maintain ethnic, linguistic and cultural diversity but also achieve social inclusion, equity and intercultural understanding. The paper aims to report the result of the first stage of research and development study in developing instructional model based on multicultural, local wisdom, and literacy perspectives at Salaf and Kholaf Pesantren in West Java. The model consists of three variables which are variable of context, process, and product. The expected product is the students’ competencies and awareness of how to cater differences in order to have moderate perspective.
Exploring the Use of Mobile-Assisted Language Learning (Mall) for EFL Learning at A Junior High School in Cirebon shofwaturrahmah, shofwaturrahmah; Rohadi, Tedi; Yavani, Zakky
Foreign Language Instruction Probe Vol. 2 No. 2 (2023): Technology Enhanced Language Learning
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i2.307

Abstract

Mobile phone is very important for EFL teaching and learning. In education, there are several ways in which mobile phones can increase foreign language education. Then, this is the digital era students are very familiar with using mobile phones, gadgets, and other mobile applications that are English this requires teachers to master various skills. Teachers must be creative in the teaching and learning process, for example, using technology such as mobile phones. This study aims to explore how the teachers apply MALL (Mobile Assisted Language Learning) and what difficulties teachers face in implementing MALL (Mobile Assisted Language Learning) for EFL Learning at a Junior High School in Cirebon. This research was conducted by using a case study method in Junior High School. The subjects of this study were English teachers who had used MALL (Mobile mobile-assisted language Learning) in their learning; The results of this study show that the use of Mobile Assisted Language Learning is related to using MALL devices Laptops, and Mobile Phones as teaching media, and applications used by teachers, WhatsApp, Telegram, YouTube, Google Classroom, Zoom, Jamboard, Padlet, Live Worksheet, and Quizizz in EFL learning. The difficulties that teachers face are Classroom Management, Connectivity and Internet, Distraction, and Time management.
Analysis of entrepreneurship core competency and curriculum integrated with local culture and products Djubaedi, Dedi; Rohadi, Tedi; Hidayat, Abas; Kodama, Yayoi
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28147

Abstract

Incorporating entrepreneurship into education is an alternative solution to improve the quality of school graduates. This study aims to deeply analyze some of the components of entrepreneurship core competency and curriculum integrated with several local cultural advantages and local products. The method used to analyze in depth the components used the structural equation model (SEM). The total sample was 180 respondents, with the details being Indonesian public and private high school teachers, curriculum experts, and professional entrepreneurs from Kitakyushu University Japan and IAIN Syekh Nurjati Indonesia. The results show that the entrepreneurial core competencies are significantly related to a curriculum integrated with local culture and products. Path analysis shows that each indicator of entrepreneurial core competence and integrated curriculum with cultural advantages and local products are interrelated and significantly influence each other. Entrepreneurship education is relevant for creating graduates with additional abilities. Curriculum integration of the advantages of local culture and products can also foster students' love for local culture and products as a national identity. The research contributes to providing information and recommendations to teachers and schools about the importance of entrepreneurship core competencies. Besides that, it proves that entrepreneurship learning for high school students is more accessible through the local culture and product approaches.
The Implementation of Advocacy Method on Learning English Speaking at Senior High School Anida, Ai Siti; Rohadi, Tedi; Rifai, Ahmad
English Education: Jurnal Tadris Bahasa Inggris Vol 17 No 1 (2024): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v17i1.18524

Abstract

In a classroom learning environment, appropriate learning methods are essential for success. Effective methods help teachers deliver material optimally and enable students to absorb it effectively. The advocacy learning method, which is student-centered and debate-based, fosters critical thinking, increases confidence in speaking English, and deepens students' insights. This study aims to: 1) describe the implementation of advocacy methods in classroom learning, and 2) gather students' opinions on the advocacy method used during lessons. A descriptive qualitative research design with a case study approach was employed. Data were collected through observation, interviews, and documentation. Findings indicate that: 1) the advocacy method is effectively implemented in senior high school English classes, fulfilling all necessary elements of debating activities and encouraging students to speak English more confidently, and 2) students' responses to the advocacy method are generally positive, as evidenced by their enthusiasm and data from interviews, observations, and documentation
Intentional and developmental learners"™ agency in deep learning processes during EFL writing: An explanatory sequential design Rohadi, Tedi; Anugrah, Imani; Dedi, Sulaeman; Muhammad, Aminuddin; Shofia, Mardhiyah; Geng, Hui; Khan, Mohammad Ekramul Islam
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.97197

Abstract

This study investigates the extent to which EFL students demonstrate agency in deep learning processes during academic writing tasks, using an explanatory sequential mixed-methods design. Situated in the academic writing course at an Islamic university in West Java, Indonesia, the study involved 35 fourth-semester ELT students. Phase one utilized a self-report questionnaire to measure learners"™ perceived agency in planning, reflecting, making choices, transferring knowledge, and interacting with others. In phase two, semi-structured interviews explored students"™ lived experiences and behaviors across these dimensions. Quantitative results revealed generally high levels of perceived agency, particularly in goal-setting, strategy use, and reflection. Qualitative data enriched this picture, portraying that learners actively engaged with feedback, exercised autonomy in rhetorical decisions, and applied writing strategies across disciplines. The integration of findings highlighted that learner agency in writing is both intentional and developmental manifesting through personal effort, relational dialogue, and contextual adaptation. This study provides new insights by framing agency as both an intentional and developmental construct within deep learning processes"”an area that remains underexplored in EFL writing research. By explicitly linking learner agency with the mechanisms of deep learning, the study advances current understanding and calls for pedagogical approaches that scaffold autonomy, reflection, and knowledge transfer in EFL writing instruction. Keywords: academic writing, deep learning, EFL writing, learner agency, mixed-methods research How to cite this paper: Rohadi, T., Imani, A., Sulaeman, D., Aminuddin, M., Mardhiyah, S., Geng, H., & Khan, M. E. I. (2025). Intentional and developmental learners"™ agency in deep learning processes during EFL writing: An explanatory sequential design. Journal of English Language Teaching Innovations and Materials, 7(2), 1"“20. https://doi.org/10.26418/jeltim.v7i2.97197
The Study of the Ethical and Practical Barriers to Using ChatGPT for Academic Writing Kuraesin, Cicin; Fauziyyah, Gesha Lailatul; Ruminda, Ruminda; Rohadi, Tedi
Journal of English Education and Teacher Trainer Vol. 2 No. 2 (2025): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v2i2.2299

Abstract

This study investigates the ethical and practical barriers to using ChatGPT for academic writing from students' perspective. This study used a qualitative research design to examine the ethical and practical challenges that university students face when using ChatGPT for academic writing. Fifteen participants were randomly selected from undergraduate and master's programs at ten universities in West and Central Java who used ChatGPT for their academic writing. The result showed ChatGPT’s use in academic writing presents both ethical and practical challenges. Ethical issues include the risk of plagiarism, undermining critical thinking, and maintaining research authenticity, along with concerns about unreliable information and unclear institutional policies. Practical barriers involve limitations like the need for a professional version (ChatGPT-Pro), difficulty in verifying accuracy, formatting issues, lack of depth in analysis, and repetition of content. To ensure responsible use, these barriers require clear institutional guidelines and ethical standards.
Core Entrepreneurial Competencies for Local Content Curriculum Djubaedi, Dedi; Rohadi, Tedi; Kodama, Yayoi
International Journal of Educational Qualitative Quantitative Research Vol. 2 No. 1 (2023)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v2i1.38

Abstract

One of the severe problems facing the world-wide is a large number of unemployed, both high school graduates who do not continue their tertiary education and university graduates. The curriculum requires competency content to prepare graduates who are ready to work. One alternative is implementing an entrepreneurship curriculum so that graduates can decide on a career after graduation. This study aims to identify what core competencies are needed to start/start-up, manage, and develop the entrepreneurship local content curriculum for Islamic High Schools. This research method is a descriptive qualitative survey technique. The survey results were discussed through Focus Group Discussion with the participants, who were curriculum and entrepreneur experts from IAIN Syekh Nurjati Cirebon Indonesia and Kitakyushu University Japan. The result shows that the core and basic competencies consist of the knowledge, skills, and attitudes entrepreneurs must possess. The six core entrepreneurial competencies for local content curriculum are 1) Identifying business opportunities and exploiting businesses; 2) Implementing managerial activities; 3) Implementing human resource management; 4) Implementing commercial and marketing activities; 5) Implementing financial management; 6) Actualizing attitudes and behavior. This research contributes to providing knowledge to educational stakeholders to improve the quality of education by increasing its relevance in graduate employment.
Moderasi Beragama untuk Mendeteksi Dini Radikalisme di Dunia Pendidikan: : Sebuah Sintesis Konseptual Rohadi, Tedi; Hendi Hidayat
TSAQAFATUNA : Jurnal Ilmu Pendidikan Islam Vol. 7 No. 2 (2025): Inovasi Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/tsaqafatuna.v7i2.632

Abstract

Religious moderation (wasathiyyah) is increasingly promoted as a counter-narrative to radicalism in pluralistic societies, yet its potential as a theoretical foundation for early detection frameworks in education remains underexplored. This study adopts a conceptual synthesis approach to integrate insights from religious studies, education, and counter-radicalization literature to theorize how moderation values can inform and enhance anticipatory models of radicalization in schools and universities. Through purposive literature selection and thematic coding, four interrelated themes were identified: (1) the foundational values of religious moderation, (2) early indicators of radicalization, (3) the design of moderation-informed detection instruments, and (4) the role of educational institutions as cultivators and detectors of ideological orientation. Visual models were developed to map the conceptual relationships between moderation values, radical indicators, measurement strategies, and institutional mechanisms. The findings suggest that moderation principles such as tawassuth, tasamuh, and i’tidal can be operationalized not only as preventive ethics but also as analytical tools for interpreting ideological shifts before they manifest behaviorally. This study advances a value-sensitive and education-centered framework for early detection, offering a culturally grounded alternative to securitized models. It concludes by recommending future empirical research to validate and adapt the proposed framework in diverse educational contexts, particularly within Muslim-majority settings.
Teachers’ Teaching Strategies in Implementing Merdeka Curriculum at Elementary School Arofah, Fidella Nur; Imani, Anugrah; Rohadi, Tedi
Cerdika: Jurnal Ilmiah Indonesia Vol. 5 No. 12 (2025): Cerdika: Jurnal Ilmiah Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/cerdika.v5i12.2901

Abstract

Merdeka Curriculum is a curriculum with diverse intracurricular learning, so that students have enough time to learn concepts and strengthen their abilities. Teachers have the freedom to choose various teaching tools so that learning can be tailored to the learning needs and interests of students. Teachers utilize technology to design more creative and innovative teaching methods. Teachers must have strategies in teaching, such as applying various methods, media and games to develop students' interest in learning English. Creative and innovative teachers are teachers who are able to create various learning activities that are fun and not boring for students and teachers are able to create new learning activities for students. The subjects of this research were English teachers who taught grades one to six. The research method used by researchers is a qualitative method. The data collection techniques are interviews and questionnaires. The aim of this research is to analyze how the teaching strategies used by English teachers are implemented and to evaluate the reasons why teachers use certain English teaching strategies in implementing the Merdeka Curriculum at SD Kreatif Khairu Ummah 'Aisyiyah Cilegon. Based on the research results, the teachers used the Project-Based Learning (PJBL) teaching strategy, Inquiry strategy, Problem Based Learning strategy, and Group Learning and Discussion strategy. The reason is, because the Project-Based Learning (PJBL) teaching strategy, Inquiry strategy, Problem Based Learning strategy, and Group Learning and Discussion strategy make students more active in participating in the learning process, students can learn together and share knowledge with each other.
Developing an AI and Generative AI Literacy Framework: A Lesson from an Islamic Higher Education Institution Rohadi, Tedi; Utami, Dini
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/7tjb1p58

Abstract

This study addresses this gap by developing and validating an AI and GAI literacy framework that aligns with the mission of Islamic higher education. Using a Research and Development (R&D) design guided by the ADDIE model, the study involved 25 fifth-semester students and 3 lecturers from the English Language Teaching Department at UIN Sunan Gunung Djati Bandung. Data were collected through questionnaires, semi-structured interviews, focus group discussions, classroom observations, and expert validation checklists. Quantitative analysis showed that students scored highest in ethical understanding (M = 4.0, SD = 0.55) but lowest in critical awareness (M = 2.8, SD = 0.70), while lecturers outperformed students across all dimensions, particularly in ethical understanding (M = 4.3, SD = 0.50) and pedagogical integration (M = 3.8, SD = 0.57). Qualitative findings revealed that students primarily used AI tools for basic academic tasks, whereas lecturers applied them in broader pedagogical contexts, with both groups emphasizing ethical responsibility. Expert validation confirmed the framework’s high validity (overall mean = 4.5/5), particularly in ethical-Islamic alignment. These findings suggest that AI and GAI literacy in Islamic higher education must extend beyond technical proficiency to include critical reflection and ethical integration, ensuring that the use of AI is both pedagogically meaningful and culturally contextualized. The resulting framework contributes to local practice while also enriching global discussions on culturally embedded approaches to AI literacy in higher education.
Co-Authors Ahmad Rifai Anida, Ai Siti Anugrah, Imani Arofah, Fidella Nur Dedi, Sulaeman Dini Utami Djubaedi, Dedi Fauziyyah, Gesha Lailatul Geng, Hui Hendi Hidayat Hidayat, Abas Imani, Anugrah Khan, Mohammad Ekramul Islam Kodama, Yayoi Kuraesin, Cicin Muhammad, Aminuddin Ruminda Ruminda Shofia, Mardhiyah shofwaturrahmah, shofwaturrahmah Ulfi, Dini Avida Waloyo, Edy zakky yavani, zakky