Article Per Year (5 Year)
p-Index From 2021 - 2026
6.138
P-Index
This Author published in this journals
All Journal Jurnal Promosi Pendidikan Ekonomi Al Ishlah Jurnal Pendidikan Sinkron : Jurnal dan Penelitian Teknik Informatika FENOMENA Al-Hayat: Journal of Islamic Education Journal on Education Edunesia : jurnal Ilmiah Pendidikan Tolis Ilmiah: Jurnal Penelitian Al-Hijr: Journal of Adulearn World FENOMENA: Jurnal Penelitian Borneo Journal of Language and Education Jurnal Pendidikan West Science Jurnal Prospek: Pendidikan Ilmu Sosial dan Ekonomi (JUMPER) Journal of Social Science and Business Studies The Eastasouth Journal of Learning and Educations BEduManageRs Journal : Borneo Educational Management and Research Journal West Science Social and Humanities Studies Tarsius: Jurnal Pengabdian Tarbiyah, Religius, Inovatif, Edukatif dan Humanis Journal Emerging Technologies in Education FENOMENA: Journal of Social Science International Journal of Research in Counseling Global Education : International Journal of Educational Sciences and Languages SIMAS JURNAL PENGABDIAN MASYARAKAT Techno Agriculturae Studium of Research Journal of Humanities Research Sustainability El-Syaker : Samarinda International Journal of Language Studies International Journal of Teaching and Learning (INJOTEL) Indonesian Journal of Education (INJOE)
Dina Destari
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 43 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 43 Documents
Search

 1   2   3   4   5 
Developing 21st Century Skills through Multicultural English Language Education Destari, Dina; Anis, Nina
International Journal of Research in Counseling Vol. 4 No. 2 (2025)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/ijrc.v4i2.338

Abstract

Background. The growing diversity of classrooms and the rapid transformation of global communication demand English language education that not only develops linguistic competence but also equips learners with essential 21st-century skills. Multicultural English language education is increasingly viewed as a strategic approach to fostering critical thinking, creativity, collaboration, communication, and intercultural awareness. However, empirical evidence on how multicultural pedagogical practices contribute to these skills remains limited. Purpose. This study aimed to examine the role of multicultural English language education in developing students’ 21st-century skills. Specifically, it investigated the extent to which multicultural learning activities influence students’ critical thinking, communication, collaboration, creativity, and intercultural competence in English language classrooms. Method. A mixed-methods research design was employed involving 210 secondary and university-level students from culturally diverse educational settings. Quantitative data were collected through a validated 21st-century skills questionnaire, while qualitative data were obtained from classroom observations and semi-structured interviews. The quantitative data were analyzed using descriptive statistics and regression analysis, and the qualitative data were analyzed thematically. Results. The findings reveal that multicultural English language instruction has a significant positive effect on students’ 21st-century skills, particularly in intercultural communication, collaborative learning, and critical thinking. Students exposed to culturally responsive materials and dialogic learning activities demonstrated higher engagement and greater adaptability in diverse social interactions. Conclusion. Multicultural English language education serves as an effective pedagogical framework for integrating language learning with the development of 21st-century skills. The study underscores the importance of culturally inclusive curricula and learner-centered strategies to prepare students for global citizenship.
Impact of Online Collaborative Learning Design on Foreign Language Skills of Students in Multinational Higher Education Programs Rachmi Rachmi; Dina Destari
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 1 (2024): February: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i1.306

Abstract

This study examines the impact of structured online collaborative learning (OCL) on foreign language skills in multinational higher education settings. As digital platforms become integral to global education systems, OCL has proven effective in enhancing language proficiency, especially in speaking, writing, and interaction. Using a quasi-experimental design, the study employed pre-test and post-test assessments to measure language improvements before and after engaging in OCL activities. The results demonstrated significant progress in all areas of language proficiency, particularly in speaking and interactional skills, owing to continuous peer interaction, structured feedback, and collaborative tasks mimicking real-world communication scenarios. The study emphasizes the importance of synchronous collaboration in fostering fluency and confidence, particularly through real-time communication and peer feedback. However, challenges such as technological disparities and cultural differences were observed, occasionally limiting full participation. Despite these obstacles, the findings suggest that OCL is an effective method for improving foreign language skills. The study advocates for the integration of collaborative online learning tools in language education curricula, particularly in diverse, multicultural environments. Future research should explore the long-term effects of OCL on language acquisition, address technological barriers, and investigate the effectiveness of various collaborative models in enhancing specific language skills.
Teachers’ Perceptions of Authentic Assessment Implementation in Language and Literacy Learning within Multicultural Secondary School Contexts Fatkhur Roji; Dina Destari; Noura Rizqyannisa Hidayat
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 1 (2024): February: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i1.308

Abstract

This study investigates teachers' perceptions, experiences, and challenges in implementing authentic assessment in multicultural secondary school classrooms. Authentic assessment, focusing on real-world applications and holistic evaluation, is considered valuable for engaging students and fostering critical thinking. However, teachers in multicultural settings face specific challenges, including cultural sensitivity, time constraints, limited assessment literacy, and institutional policies favoring traditional assessments. Through qualitative, phenomenological research with in-depth interviews of language and literacy teachers, the study examines the benefits and barriers of authentic assessment. The findings indicate that while teachers recognize its pedagogical value, they encounter difficulties such as time limitations, insufficient professional development, and a lack of institutional support. Additionally, adapting assessments to be culturally relevant while ensuring fairness and inclusivity proves challenging. This research contributes to understanding the practical obstacles teachers face when applying authentic assessment in diverse classrooms. It also suggests that enhancing assessment literacy, providing targeted professional development, and revising policies to support flexible assessment approaches could help address these issues. The study emphasizes the need for a more culturally responsive approach to assessment, aiming to better equip students for real-world success while addressing the complexities of multicultural education.
The Role of Digital Literacy in Enhancing Student Engagement in Language Education amid Global Educational Technology Transformation Welsi Damayanti; Iis Siti Salamah Azzahra; Dina Destari
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 1 (2024): February: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i1.309

Abstract

This study explores the relationship between digital literacy and student engagement in language education. With the increasing integration of technology in modern education, digital literacy has become a fundamental skill, influencing various aspects of academic participation. The research employs a correlational design and utilizes Structural Equation Modeling (SEM) to analyze the impact of digital literacy on cognitive, behavioral, and emotional engagement in language learning. The findings suggest that students with higher levels of digital literacy demonstrate greater cognitive engagement, including improved critical thinking and problem-solving abilities. Additionally, digital literacy was found to positively influence behavioral engagement, such as increased participation, effort, and persistence in learning tasks. Furthermore, emotional engagement, measured by students' enjoyment, interest, and sense of belonging, was strongly associated with digital literacy. This study highlights the critical role of digital literacy in fostering deeper engagement and improving overall learning outcomes in language education. Implications for practice include the integration of digital literacy skills into language curricula, with educators encouraged to incorporate digital tools to enhance engagement. The study also calls for further research to examine the long-term effects of digital literacy on academic performance and to explore the potential disparities in digital literacy levels across different student populations. As educational technology continues to evolve, understanding its impact on student engagement remains essential for developing effective teaching practices that meet the needs of contemporary learners.
Academic Motivation and Self Regulated Learning Strategies in Online Language Education across Culturally Diverse Student Populations Desmaliza Desmaliza; Sri Suharti; Dina Destari
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.310

Abstract

This study examines the relationship between self regulated learning (SRL) strategies and academic motivation among students engaged in online language education, with a particular focus on how cultural diversity influences these factors. SRL strategies, such as goal setting, self monitoring, and time management, are crucial for maintaining motivation and improving learning outcomes, especially in online settings that require high levels of student autonomy. The study found a strong positive correlation between intrinsic motivation and the use of SRL strategies. Students who were intrinsically motivated to learn demonstrated better use of SRL strategies, leading to improved academic performance. Furthermore, the study explored how cultural diversity impacted the application of SRL strategies, revealing that students from collectivist cultures often emphasized collaboration and effort, while students from individualistic cultures focused more on autonomy and personal achievement. These cultural differences influenced how students engaged with SRL strategies and maintained their motivation throughout their online language courses. The findings underscore the importance of considering cultural diversity when designing online language education programs. Culturally responsive teaching practices that acknowledge students' cultural backgrounds can enhance motivation, foster better use of SRL strategies, and improve learning outcomes in diverse online classrooms. The study highlights the need for further research that explores the interaction between different cultural groups, expands sample sizes, and investigates other motivational factors, such as self efficacy and achievement goals, to develop more effective and inclusive online language education strategies.  
Cross Cultural Communication Skills Development through Project Based Learning in International Language Education Programs Dewi Nuryanti; Novita Kusumaning Tyas; Dina Destari
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.311

Abstract

This study examines the effectiveness of Project Based Learning (PBL) in enhancing cross-cultural communication skills within international language education programs. As globalization increases, effective communication across cultures is essential, and language programs must equip students with these skills. PBL, a learner-centered instructional strategy, integrates real-world problems into the learning process, promoting student participation, collaboration, and critical thinking. The research found that students engaged in PBL showed significant improvements in communication competence, collaboration, and intercultural understanding compared to those in traditional lecture-based instruction. The study suggests that PBL not only enhances language proficiency but also fosters cultural awareness and empathy through projects involving cross-cultural collaboration and problem-solving. Furthermore, PBL offers a more effective platform for practicing language skills in real-world scenarios, as opposed to traditional methods focused on theoretical aspects. The findings demonstrate that PBL is particularly effective in international programs, where students from diverse cultural backgrounds work together to solve global issues, thus improving their ability to communicate and collaborate across cultures. The research concludes that integrating PBL into international language education programs significantly enhances students' cross-cultural communication skills. The study encourages educational institutions to adopt PBL and suggests further research on complementary strategies, including technology, virtual exchanges, and intercultural simulations.
Curriculum Alignment between Global Competency Standards and Local Educational Practices in Multilingual School Contexts Dedi Gunawan Saputra; Dina Destari; Noura Rizqyannisa Hidayat
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.312

Abstract

This study investigates the alignment between global competency frameworks and local educational practices, particularly in multilingual classrooms. With globalization influencing education, acquiring skills like intercultural communication and global citizenship is vital. However, integrating these competencies into local curricula remains inconsistent, especially in multilingual settings, where linguistic and cultural diversity pose challenges. Using qualitative methods such as curriculum mapping, teacher interviews, and classroom observations, the study identifies areas of alignment and misalignment. While global competencies are integrated into subjects like social studies and global health education, technical subjects like mathematics and science show less alignment. The study also highlights gaps in the development of intercultural competence and global communication skills, which are often underrepresented. Challenges like language barriers, the monolingual habitus of many schools, and limited professional development for teachers in multilingual contexts hinder the full implementation of global competencies. The study recommends improving curriculum integration of global competencies across all subjects and enhancing teacher training to support multilingual classrooms. Future research should explore regional variations in multilingual settings and how technology can aid in developing global competencies. Addressing these challenges will better prepare students for both local and global challenges in an interconnected world.
Influence of Teachers’ Pedagogical Beliefs on Technology Integration in Language Education within Global Learning Contexts Imelda Kusumastuty; Dina Destari; Noura Rizqyannisa Hidayat
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.313

Abstract

This study explores the influence of teachers' pedagogical beliefs on the integration of technology in language education. Teachers' beliefs significantly impact their technology adoption and how it is utilized in the classroom, shaping the learning experiences of students. The research uses a mixed-methods approach, combining quantitative surveys and qualitative interviews with classroom observations to examine the relationship between teachers’ beliefs and their use of technology in language education settings. The findings reveal that teachers with constructivist beliefs, which emphasize active, student-centered learning, are more likely to integrate technology in ways that support engagement, collaboration, and critical thinking. In contrast, teachers with traditional, teacher-centered beliefs are more likely to use technology primarily for content delivery and repetition, limiting its potential to foster interactive and student-driven learning environments. The study also highlights the gap between teachers' positive beliefs about technology and their actual practices, which are often hindered by external barriers such as lack of training, resources, and institutional support. The research suggests that professional development programs should address both pedagogical beliefs and technological competencies to facilitate successful technology integration. Furthermore, the study calls for future research to explore how specific pedagogical models, like constructivism, can be further aligned with technology integration to improve learning outcomes. The research also emphasizes the need for longitudinal studies to understand the evolution of teachers' beliefs and their impact on technology use in language education.
THE INFLUENCE OF LANGUAGE EDUCATION POLICY ON MULTICULTURAL EDUCATION Dina Destari
International Journal of Teaching and Learning Vol. 3 No. 3 (2025): MARCH
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Language education policies play an important role in establishing an inclusive education system and supporting cultural diversity. This research aims to analyze the influence of language education policies on multicultural education through a literature review approach (library research). This study examines various previous research and policies implemented in various countries in managing language education to support cultural diversity. The research results show that language education policies that support bilingualism and multilingualism contribute to increasing educational inclusivity, preserving cultural identity, and increasing accessibility and academic achievement of students from various backgrounds. Apart from that, effective implementation of language education policies also depends on the role of teachers, curriculum design that is responsive to diversity, and evidence-based policy support. However, challenges such as limited resources, social resistance, and the dominance of one language in the education system are still obstacles in implementing inclusive language education policies. This research provides recommendations for the government and educational institutions to develop more flexible and adaptive policies, by balancing the use of national languages, regional languages ​​and international languages ​​in education. Thus, language education policy can function as an effective tool in building a multicultural education system that is more inclusive, equal and just.
EFFORTS TO INCREASE COMPETENCE IN THE DEVELOPMENT OF HOTS-ORIENTED LEARNING FOR TEACHERS Dina Destari; Faisal Bin Husen Ismail; S. Sabitha Shunmuga Priya
International Journal of Teaching and Learning Vol. 3 No. 5 (2025): MAY
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Currently, the use of technology in the world of education can no longer be avoideld belcausel it has belcomel a delmand for thel modelrn lelarning procelss. Telachelrs arel always relquireld to always bel updateld on changels that occur, so that lelarning is ablel to prelparel studelnts to facel thel changels that occur. Onel of thel important things that telachelrs can do is delvellop modelrn lelarning that is HOTS (Highelr Ordelr Thinking Skill) orielnteld so that studelnts belcomel accustomeld to critical thinking so thely arel ablel to delvellop thelir crelativity. Thel delvellopmelnt of lelarning orielnteld towards highelr ordelr thinking skills or Highelr Ordelr Thinking Skills (HOTS) is a program delvellopeld as an elffort by thel Ministry of Elducation and Culturel to improvel thel quality of lelarning and improvel thel quality of graduatels. Elfforts that can bel madel to ovelrcomel thel urgelncy arel to strelngtheln telachelrs' insight relgarding thel HOTS-orielnteld Lelarning Modell but carrield out direlctly in thel fielld. What is donel for this activity is thel prelselntation giveln by thel relsourcel pelrson. Apart from that, thel telachelrs immeldiatelly implelmelnteld it by trying to crelatel HOTS- baseld lelsson plans.
Co-Authors Abidin, Zainal Achmad Ruslan Afendi ADITA KUSUMAWATI, ERNA Agnes Tesalonika Yolanda Ahmad Zuhdi Ahmad, Shakila Binti Andriyana, Erni Anis Komariah Anis, Nina Ardinal, Eva Arjulayana Arjulayana Astuti, Enny Diah Azzahro, Afriyani Mabruka Budi Utami Cakranegara, Pandu Adi Cakranegara, Pandu Adi Clevara, Yayas Costa, Bruna Damayanti, Gita Dedi Gunawan Saputra Deliyani, Adinda Desmaliza Desmaliza Dewi Nuryanti Dian Quini Handayani Ernanto Putri Djunaedi Djunaedi Durya, Ngurah Pandji Mertha Agung Ellyawati , Noor Ellyawati, Noor Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Erna Erna Adita Kusumawati Faisal Bin Husen Ismail Fatkhur Roji Fitria Meisarah Frida Utami, Rhisty Gamar Al Haddar Gomez, Raul H., Mayang Kharisma Hartatik Hartatik Hartin Kurniawati Hendy Tannady Hidayat, Noura Rizqyaannisa Ibrahim, Mozart Malik Idris, Husni Iis Siti Salamah Azzahra Imelda Kusumastuty Inayatul Mutmainnah Indra Perdana Irawan Irawan Irawati, Dini Ismail, Faisal Bin Husen Ismaul Fitroh Isna Kasmilawati Iwan Henri Kusnadi Karyaningsih Karyaningsih Komariah, Anis Loso Judijanto M. Saufi Magdalena Magdalena Marta Kerim Mila Agustiani Mohd Khalid, Halimi Binti Muhamad Rif'an Muhammad Rifai Muhammad Subhan Iswahyudi Nampira, Ardi Azhar Noor Ellyawati Noura Rizqyannisa Hidayat Novita Kusumaning Tyas Nugroho, Agung Yuliyanto Pratiwi, Vidya Putri, Nur Amalia Rachmi Rachmi Rahanra, Nicodemus Rahayu, Vitria Puri Rahman, Reza Reza Reza Rizkiatun Aulia Rostanti Toba S. Sabitha Shunmuga Priya Septin Maisharah K Siti Aisyah Sitti Hadijah, Sitti Solissa, Everhard Markiano Sri Hartono, Sri Subroto, Desty Endrawati Sudadi Suharti, Sri Sukoco, Hendro Susi Arijanti Syafruddin Syafruddin Syamsul Arifin Syatria Adymas Pranajaya Syed Abu Bakar, Sharifah Khadijah Binti Titik Haryanti Violin, Vivid Waahib, Achmad Nashrul Welsi Damayanti Widya Noviana Noor Wijayanti, Dwi Wahyu Yulianto, Aditya Dwi Zahir, Roya Zain Ahmad Fauzi Zatali, M. hasmi Zulvia Trinova