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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Kebijakan dan Pengembangan Pendidikan KEMBARA Tell : Teaching of English Language and Literature Journal Voices of English Language Education Society Journal of Language and Literature JOLLT Journal of Languages and Language Teaching Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Jurnal Kedokteran Hewan Journal of Educational Studies
Estu Widodo, Estu
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Veterinary Other

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The Challenges and Opportunities of Implementing a Cambridge Primary Curriculum in Local Schools: A Qualitative Case Study of Linguistic and Cultural Negotiation at SD Muhammadiyah 3 ICP Sumberrejo Muryanti; Widodo, Estu; Prastiyowati, Santi
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2875

Abstract

This study explores the implementation of the Cambridge Primary Curriculum in a faith-based primary school context at SD Muhammadiyah 3 ICP Sumberrejo, Bojonegoro, Indonesia. The research focuses on how international curriculum standards are negotiated within local linguistic, cultural, and religious realities, particularly through English-Medium Instruction (EMI). Employing a qualitative approach with a critical ethnographic design, data were collected through four techniques: in-depth interviews, classroom observations, document analysis, and focus group discussions involving teachers, students, parents, and school administrators. The findings reveal that the integration of the Cambridge curriculum with Muhammadiyah Islamic values and Javanese local wisdom has produced a hybrid educational model that is both adaptive and contextually grounded. The study further shows that EMI functions as a dynamic site of linguistic and cultural negotiation. Teachers play a central role as mediators by employing strategic code-switching, bilingual scaffolding, contextual translation, and localized material adaptation to support students’ conceptual understanding. These practices enable students to engage with global knowledge while maintaining cultural and religious rootedness. This study contributes theoretically to discussions on curriculum internationalization by emphasizing the importance of linguistic negotiation within curriculum hybridity. The findings highlight that successful international curriculum implementation in local faith-based schools depends not only on structural integration but also on culturally and linguistically responsive pedagogical practices
Cultivating Critical Thinking of EFL Secondary School Through Podcasts in MA Terpadu Al Hidayah Sumenep Farlan, Yusroni; Widodo, Estu; Prastiyowati, Santi
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i1.2917

Abstract

This study is grounded in the growing urgency to utilize podcasts as a promising digital medium in English as a Foreign Language (EFL) instruction in Indonesia, particularly for fostering students’ critical thinking skills. The study aims to explore the experiences of students at MA Terpadu Al Hidayah Sumenep in using podcasts and to identify the supporting and inhibiting factors in the development of critical thinking through this activity. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, focus group discussions, participant observation, and document analysis. Thematic analysis revealed that podcasts contributed to three major dimensions of critical thinking: more structured argument construction, more selective evaluation of evidence and information, and deeper metacognitive reflection. Although the extent of development varied among students, podcasts proved to be an effective medium for encouraging participation, collaboration, and critical awareness in EFL learning. These findings affirm that the integration of digital media can bridge religious-based educational traditions with the demands of 21st-century skills, while also offering practical implications for English teachers in designing more participatory and reflective learning experiences.
Co-Authors Bambang Sumiarto Bayu Hendro Wicaksono Dharmala, Bayu Elisvita, Theresia Farlan, Yusroni Guntari Titik Mulyani Hattahin, Hattahin Henricus Roby Cahya Putra, Henricus Roby Cahya In’am, Akhsanul Juwari J, Juwari Khoiriyah Khoirunnisa, Aulia Kurniatiningsih, Eka Putri Mafruudloh, Naajihah MURYANTI Nurul Chojimah Puji Sumarsono Respati, Thea Karuni Robania, Innayatul Santi Prastiyowati Sri Hartati Sugiarto, Dino Sugiwinarsih S, Sugiwinarsih Wayan Tunas Artama