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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal English Education: Jurnal Tadris Bahasa Inggris Journal of English Language Teaching Innovations and Materials (Jeltim) Tsaqafatuna: Jurnal Ilmu Pendidikan Islam JOLLT Journal of Languages and Language Teaching JEPAL (Journal of English Pedagogy and Applied Linguistics) 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 Quality
Tedi Rohadi, Tedi
IAIN Syekh Nurjati Cirebon
Religion Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Exploring the Development of Teachers’ Competences in Technology-Based EMI Practices in an Indonesian Islamic School Imani, Anugrah; Aminuddin, Muhammad; Fadillah, Ega Nur; Sulaeman, ⁠Dedi; Rohadi, Tedi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18816

Abstract

This study aims to describe how technology-enhanced learning with an English as a Medium of Instruction (EMI) approach is implemented at an Islamis school and to explore how teachers respond to the program. In Indonesian Islamic schools, EMI is seen as a strategic effort to strengthen students’ global readiness; therefore, integrating EMI with technology supports modernization. Using a qualitative participatory design, the research involved around 50 teachers from various subjects and was carried out in three stages: training, classroom implementation, and reflection. Data were collected through observations, interviews, and documentation, then analyzed thematically using NVivo 14 with EMI, TPACK, and SWOT as analytical lenses. The findings show that technology-based EMI is progressing but still not fully effective; teachers use technology mainly for visual support and basic English exposure, but EMI practices remain limited because of frequent code-switching, technical problems, time constraints, and minimal use of interactive digital tools. Interviews reveal that teachers respond positively yet realistically: they appreciate the increased student engagement, modernized learning atmosphere, and growing professional confidence, but also acknowledge challenges such as low digital skills, limited English proficiency, and insufficient structured training. The SWOT mapping shows opportunities in institutional branding and global readiness, and threats in inadequate infrastructure, inconsistent policies, and low parental digital literacy. The study concludes that technology-based EMI in MTs Cijangkar has strong potential but is still in transition, requiring sustained professional development, better facilities, and consistent institutional support for EMI to become a stable and effective instructional practice.
ADAPTIVE MUTUAL CURRICULUM: A BREAKTHROUGH IN CHARACTER EDUCATION Rohadi, Tedi
QUALITY Vol 5, No 2 (2017): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v5i2.3067

Abstract

Character education is perceived differently and has been implemented partially. In addition, its execution in classroom context seems to simply be on the concept level which later on leads to the ineffectiveness of the program. Therefore, a reference or guidance in the form of applicable curriculum is necessitated. The study seeks to create a model of an adaptive mutual curriculum that can provide a clear cut practical guidance for teachers in implementing character education and validates it. The mutual adaptive curriculum as the product of the study in its implementation is adjusted to contextual needs, real and existing condition, and adopted developmental requirements. The design and content of curriculum is designed and determined by the external contexts of teaching and learning. The adaptation is carried out in pre and whilst the process of the implementation. The design of mutual adaptive curriculum is actualized in the forms of objectives, content or materials, learning experiences, and evaluations which are realized in the form of curriculum manual and instructional materials and activities for students. Despite the weaknesses and the problems that the mutual adaptive curriculum has, it has in certain extent proven to be a validated model of curriculum in character education
Co-Authors Ahmad Rifai Anida, Ai Siti Anugrah, Imani Arofah, Fidella Nur Dedi, Sulaeman Dini Utami Djubaedi, Dedi Fadillah, Ega Nur Fauziyyah, Gesha Lailatul Geng, Hui Hendi Hidayat Hidayat, Abas Imani, Anugrah Khan, Mohammad Ekramul Islam Kodama, Yayoi Kuraesin, Cicin Muhammad Aminuddin, Muhammad Muhammad, Aminuddin Ruminda Ruminda Shofia, Mardhiyah shofwaturrahmah, shofwaturrahmah Sulaeman, ⁠Dedi Ulfi, Dini Avida Waloyo, Edy zakky yavani, zakky