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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal English Education: Jurnal Tadris Bahasa Inggris English Review: Journal of English Education Loquen: English Studies Journal Journal of English Language Teaching Innovations and Materials (Jeltim) Tsaqafatuna: Jurnal Ilmu Pendidikan Islam English Journal Literacy Utama Journal of Language and Literature Studies Foreign Language Instruction Probe International Journal of Educational Qualitative Quantitative Research Journal of English Education and Teacher Trainer Quality ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Tedi Rohadi
IAIN Syekh Nurjati Cirebon, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
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.
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
A BREAKTHROUGH SYLLABUS IN TEACHING LANGUAGE TESTING COURSE Tedi Rohadi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 2 (2017): DECEMBER 2017
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i2.2173

Abstract

Abstract: The word “testing or assessment” has always been a scarry thing for anybody especially students. This perception is worsened by the fact that time allotment of the course is limited and the scope of materials to be covered is overloaded. As a result, the students are overwhelmed, confused, and even frustrated. The paper is a report of a breakthrough syllabus in teaching language testing course resulted from a classroom action research in effectively transforming such frightening, bewildering, and discouraging nuances to be a conducive teaching-learning circumstance. Theories and concepts underpinning the study as well as research methodology will initiate the paper. The next part of the paper will discuss the so called “a breakthrough syllabus” itself as the focus of the study and its implementation and findings. The paper will not only elaborate some problems that were encountered during the implementation but also will provide some suggestions to anticipate those potential problems in the end part of the paper. The discussion last but not least enlighten every aspect involved in the study.  Keywords: Assessment, Syllabus, Language Testing
A Comparison of 4Cs’ Praxis in Two Recommended English Textbooks For senior high school in Indonesia Try Oktaviani Shalehah; Tedi Rohadi; Zakky Yavani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 5 No. 1 (2020): June
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i1.6720

Abstract

This study aims to know the 4Cs skills, as a mandatory principal of curriculum 2013, in two English Textbooks which used as references in teaching and learning process for eleventh grade. The two English Textbooks studied are “Bahasa Inggris” and “Contextual English”. This research used content analysis as a method, to get the data the researcher use document analysis. After analyzing, the data were interpreted, compared and reported. The research finding shows that 4Cs skills from both English Textbooks are included on its package of activities; 1) pre activities, 2) content of the materials, and 3) worksheets. The critical thinking aspects are mostly found on its pre-activity and contents, while communicative and collaborative aspects sometimes emerge on both. The worksheet requires creativity of the students as well as communicative and collaborative aspects on it. It was also found that among two English Textbooks studied, the 4Cs aspects on “Contextual English Textbooks” are shown up more frequent than “Bahasa Inggris” text book.
Co-Authors Ahmad Rifai Aisyiyah, Muhsiyana Nurul Anida, Ai Siti Anugrah, Imani Dedi, Sulaeman Dini Avida Ulfi Dini Utami Djubaedi, Dedi Fauziyyah, Gesha Lailatul Geng, Hui Hendi Hidayat Hidayat, Abas Khan, Mohammad Ekramul Islam Kodama, Yayoi Kuraesin, Cicin Listiana Ikawati Muhammad, Aminuddin Ruminda Ruminda Shofia, Mardhiyah shofwaturrahmah, shofwaturrahmah Try Oktaviani Shalehah Ulfi, Dini Avida Waloyo, Edy zakky yavani