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Online project-based learning for ESP: Determinants of learning outcomes during Covid-19 Akhmad Habibi; Yasir Riady; Turki Mesfer Alqahtani; Ahmad Rifki; Nour Awni Albelbisi; Muhammad Fauzan; Habizar Habizar
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Evaluating the learning outcomes of a certain course implementation can improve the quality of education. This study is focused on Indonesian EFL undergraduates’ perceptions of the relationships between teacher performance, technological resources, online project-based learning (OPJBL), and ESP learning outcomes. Participants of the study have attended English for specific purposes (ESP) online courses during school closures due to Covid-19. A survey was addressed to 350 undergraduates after a one-semester implementation of the OPJBL. The students were requested to rate their perceptions on validated items using a 7-point Likert-type scale for the data collection. The data were modelled and computed through partial least square structural equation modelling (PLS-SEM). The main findings of the study revealed that teacher performance and technological resources were significant in predicting OPJBL. Similarly, OPJBL was found to play a significant role in affecting ESP learning outcomes. Teacher performance and technological resources were also correlated to ESP learning outcomes. Significant differences were found among students’ locations for all variables. The findings highlight the benefits of the SEM approach for establishing the proposed framework and assessing the links between variables concerning the OPJBL and learning outcomes.

oices of Language Lecturers on The Implementation of Case Method and Project Based Learning Reli Handayani; Mukhlas Abrar; Friscilla Wulan Tersta; Muhammad Fauzan; Muhammad Sobri
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 1: JANUARI 2023
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v8i1.21337

Innovative learning can be interpreted as an innovation from conventional learning in terms of facilities, media, and methods. Using a student-oriented approach to innovative learning bas ed on the constructivism paradigm which sees that knowledge is built independently by students through the process of investigation and use of technology. Innovative learning can be realized through several methods such as problem solving (problem-based learning), investigation (discovery learning), research (inquiry learning), and group discussion (project-based learning). Responding to this, the Department of Language and Literature Education (PBS) under the auspices of the Faculty of Education and Teacher Training, Jambi University is trying to implement case-based and project-based learning. However, in general there are differences between lecturers in translating these learning concepts technically in the classroom. This research focuses on lecturers' understanding related to case-based and project-based learning. The research data was taken using a focus group discussion instrument and analyzed using a qualitative descriptive approach. Through the results of the study it was found that the lecturers have different understanding of the implementation of cased method in terms of the stages in learning, constraints, and learning outputs. Meanwhile, in relation to project-based learning, the lecturers understand its characteristics in terms of product-based, student-centered learning, and focus of the process.

Online project-based learning for ESP: Determinants of learning outcomes during Covid-19 Akhmad Habibi; Yasir Riady; Turki Mesfer Alqahtani; Ahmad Rifki; Nour Awni Albelbisi; Muhammad Fauzan; Habizar Habizar
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24928

Evaluating the learning outcomes of a certain course implementation can improve the quality of education. This study is focused on Indonesian EFL undergraduates’ perceptions of the relationships between teacher performance, technological resources, online project-based learning (OPJBL), and ESP learning outcomes. Participants of the study have attended English for specific purposes (ESP) online courses during school closures due to Covid-19. A survey was addressed to 350 undergraduates after a one-semester implementation of the OPJBL. The students were requested to rate their perceptions on validated items using a 7-point Likert-type scale for the data collection. The data were modelled and computed through partial least square structural equation modelling (PLS-SEM). The main findings of the study revealed that teacher performance and technological resources were significant in predicting OPJBL. Similarly, OPJBL was found to play a significant role in affecting ESP learning outcomes. Teacher performance and technological resources were also correlated to ESP learning outcomes. Significant differences were found among students’ locations for all variables. The findings highlight the benefits of the SEM approach for establishing the proposed framework and assessing the links between variables concerning the OPJBL and learning outcomes.

Pengaruh Manajemen, Lingkungan Belajar, dan Stres Akademik terhadap Psikologi Mahasiswa Program Studi Pendidikan Dasar di Era Teknologi fauzan; Fitrah, Yundi; Kusmana, Ade; Ayu Wulandari, Bunga; Hendra, Robi
Jurnal Gentala Pendidikan Dasar Vol. 9 No. 2 (2024): Jurnal Gentala Pendidikan Dasar
Publisher : Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Jambi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/gentala.v9i2.38799

This study aims to analyze the influence of classroom management, learning environment, and academic stress on the psychology of students of the Elementary Education Study Program (PGSD) at Jambi University within the framework of technology-based education. Quantitative methodology was used to collect data from 230 active PGSD students using a courage questionnaire. Data analysis used Partial Least Squares Structural Equation Modeling (PLS-SEM). This study tested six hypotheses: Learning environment (X1) has a positive effect on student psychology (Y1). P-value: 0.018 (Supported); Hypothesis 2: Classroom management (X2) has a positive effect on the learning environment (X1). P-value: 0.045 (Supported); Hypothesis 3: Classroom management (X2) has a negative effect on academic stress (X3). P-value: 0.000 (Supported); H4: Academic stress (X3) has a positive effect on student psychology (Y1). P-value: 0.034 (Supported); H5: Classroom management (X2) has a positive effect on students’ psychology (Y1). P-value: 0.021 (Supported); Hypothesis 6: Learning environment (X1) has a positive effect on academic stress (X3). P-value: 0.000 (Confirmed). The results of the study indicate that the sixth hypothesis is supported by significant findings. A conducive learning environment and competent classroom management reduce academic stress and improve students’ psychological well-being. Academic stress significantly affects students’ psychology, depending on its intensity. These findings highlight the importance of an effectively managed learning environment and classroom in improving students’ mental health. This study is limited to one university and relies on self-reported data. Future studies should investigate a more heterogeneous population and integrate qualitative methodologies to encompass a broader range of students’ perspectives. This study offers important insights for educators and policymakers to improve teaching practices and promote children’s psychological well-being in PGSD programs.

INSTRUCTIONAL LEADERSHIP AND TEACHER SELF-EFFICACY ON JOB SATISFACTION: THE MEDIATING EFFECT OF SCHOOL CLIMATE IN INDONESIAN ISLAMIC SENIOR HIGH SCHOOLS Ahmad Ridwan; Robi Hendra; Francisco D. Guillén-Gámez; Muhammad Fauzan; Turki Mesfer Alqhatani; Lalu Nurul Yaqin; Mohd Afifi Bahurudin Setambah
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 8 No. 2 (2024): Volume 8, Nomor 2, December 2024
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v8i2.37023

This study explores the impact of instructional leadership and teacher self-efficacy on job satisfaction among teachers in Indonesian Islamic Senior High Schools (Madrasah Aliyah), focusing on the mediating role of school climate. Instructional leadership plays a crucial role in shaping a positive school environment, which can enhance teacher job satisfaction by providing necessary guidance, resources, and support. A mixed-method approach was employed, with data collected from 219 teachers using validated survey instruments. The Content Validity Index (CVI) was used to ensure instrument reliability. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess relationships between variables and the mediating effect of school climate. The results show that instructional leadership significantly impacts both school climate and teacher job satisfaction, with path coefficient values of .463 and .818, respectively. However, school climate did not significantly mediate the relationship between instructional leadership and job satisfaction. Teacher self-efficacy, while positively influencing school climate (p < .05), did not have a substantial direct effect on job satisfaction (ß = -0.058). This research provides fresh insights into the nuanced interplay between leadership, teacher self-efficacy, and job satisfaction in the context of Islamic schools. The findings highlight school climate's indirect yet pivotal role in educational leadership dynamics. By integrating these variables, the study offers practical recommendations for improving leadership strategies and enhancing teacher well-being in faith-based educational settings.

A Study on Law Students’ Perceptions of the Integration of Legal Terminology in English within ESP Instruction in Higher Education Bunga Ayu Wulandari; Ahmad Ridha; Robi Soma; Fauzan, Muhammad
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51185

The increasing globalization of legal practice requires law students to develop strong command of English legal terminology as a key component of English for Specific Purposes (ESP) learning. This study explores how law students perceive the importance, challenges, and learning strategies related to the integration of English legal terminology in ESP courses at the tertiary level. Using a qualitative descriptive approach with an intrinsic case study design, data were collected from eight law students through semi-structured interviews, participatory classroom observation, and documentation review. The data were analyzed using thematic analysis supported by NVivo software. The findings show that students regard mastery of legal terminology as indispensable for understanding international legal materials, succeeding in law related subjects, and preparing for future international legal practice. However, they encounter substantial challenges, including polysemy, pronunciation difficulties, dense legal texts, and limited instructional time. To cope with these obstacles, students employ various strategies such as using digital lexicons and online resources, engaging in peer discussion, participating in legal role-plays, and repeatedly interacting with authentic legal documents. The study also reveals that the perceived effectiveness of ESP courses is closely tied to lecturer engagement, the use of authentic materials, and curriculum design that aligns assessment with real legal tasks. The findings offer important implications for curriculum developers and lecturers in designing ESP Law programs that foster legal English proficiency, critical thinking, and global legal literacy.

Behavioral Intention Analysis of AI Use in Academic Writing: Implementing the UTAUT Model among English Education Students in Jambi Fauzan, Muhammad; Dian Arisandy Eka Putra Sembiring; Hansein Arif Wijaya; Muhammad Yusuf
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.51029

This study examines English as a Foreign Language (EFL) students’ behavioral intention to adopt Artificial Intelligence (AI) applications in academic writing using the Unified Theory of Acceptance and Use of Technology (UTAUT). Using Partial Least Squares-Structural Equation Modeling (PLS-SEM), the results show that the model explains 51.6% of the variance in Behavioral Intention and 66.4% of the variance in Use Behavior. Social Influence (β = 0.23; T = 3.614; p < 0.001) and Facilitating Conditions (β = 0.505; T = 7.507; p < 0.001) significantly predict students’ intention, while Performance Expectancy (β = 0.069; T = 0.778; p > 0.05) and Effort Expectancy (β = 0.011; T = 0.156; p > 0.05) do not show significant influence. Behavioral Intention strongly predicts actual AI use (β = 0.65; T = 7.985; p < 0.001), supported by adequate technological access (β = 0.217; T = 2.611; p = 0.005). Students tend to rely on AI for idea generation and language refinement but remain concerned about ethical issues that may affect academic integrity, indicating the need for institutional guidance and responsible AI literacy in higher education. Keywords: Generative AI ; Technology Acceptance ; Social Influence ; Higher Education ; AI Literacy ; Ethical Academic Practice

Modeling Actual Use Of Technology and Student Engagement in Biology Project‑Based Learning Using Artificial Neural Networks Sembiring, Dian Arisandy Eka Putra; Yusuf, Muhammad; Mardiyanti, Lely; Fauzan, Muhammad; Hendra, Robi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.51335

In higher education, especially science and biology, digital technology in project-based learning (PjBL) environments has improved student engagement and learning outcomes. technological, AI, and lecturer assistance have been studied in PjBL, but few have used Artificial Neural Networks (ANN) to analyze the complicated interactions between technological acceptance variables and student engagement. ANN is used to predict students' attitudes toward technology (ATT), intention to use technology (INT), actual use of technology in PjBL (AU-PjBL), and student engagement (SE) based on PEOU, PU, and Lecturer Support. Biology education students at Universitas Jambi completed a 35-item Likert-scale questionnaire. We created four ANN models: Model A (PU, PEOU → ATT), Model B (PU, ATT → INT), Model C (INT, LS → AU-PjBL), and Model D (AU-PjBL, LS → Each model was trained and tested using ten network configurations. Model performance was assessed using Root Mean Square Error (RMSE), and input variable relevance was determined via sensitivity analysis. All ANN models have low RMSE values for training and testing datasets, indicating good predicting accuracy. According to sensitivity analysis, PU predicts ATT better than PEOU, ATT predicts INT better than PU, INT predicts AU-PjBL better than LS, and AU-PjBL predicts SE better than LS. These data emphasize that students' perceived utility, positive attitudes, intention, and technology use drive biology PjBL involvement. The paper highlights ANN as a powerful analytical tool for modeling non-linear and interdependent relationships in technology-enhanced PjBL and gives practical implications for developing meaningful technology use and engagement learning environments. Keywords: Artifical neural network; actual use of technology; lecturer support; project-based learning; biology education.

DESAIN ORGANISASI PEMBELAJARAN, KEPUASAN, DAN KINERJA MELALUI KESEJAHTERAAN, INOVASI, DAN KOMITMEN GURU ASN DAN NON-ASN: STUDI PADA SEKOLAH MENENGAH DI KOTA JAMBI (PENDEKATAN STRUCTURAL EQUATION MODELING) Hansein Arif Wijaya; Robi Hendra; Muhammad Fauzan; Dian Arisandy Eka Putra Sembiring
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1684

This study examines the impact of organizational learning design on teacher performance and job satisfaction in secondary schools, focusing on well-being, innovation, and commitment as mediating factors. Using a quantitative survey method, data were collected from 367 S1-certified teachers in Jambi City, Indonesia. The survey included 54 items adapted from established scales related to organizational learning, teacher satisfaction, commitment, innovation, performance, and well-being. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that organizational learning design significantly influences teacher commitment and well-being, both of which positively affect job satisfaction and performance. However, the effect of innovation on performance was non-significant, suggesting a need for more targeted strategies to integrate innovation into teaching practices. These results emphasize the importance of a supportive organizational learning environment to enhance teacher engagement and effectiveness. Recommendations are offered for educational policymakers to bolster teacher well-being and commitment through organizational learning initiatives.

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