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All Journal Journal on Education Information Technology Education Journal International Journal of Language and Ubiquitous Learning
Merlyn Rutumalessy
Universitas Pattimura
Computer Science & IT Education

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The Implementation of Contextual Learning and Teaching Method in Improving Students Learning Achievement Merlyn Rutumalessy; I Nyoman Sudyana; Achmad Abdul Azis; Suharyatun Suharyatun; Amat Suroso
Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023
Publisher : Departement of Mathematics Education

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Abstract

High learning achievement is necessary to achieve a better life. This study aims to determine the implementation of contextual teaching and learning approach in improving students' learning achievement in fiqh subjects. This research uses a qualitative approach and observation and interview data collection techniques. The results revealed that the application of learning with the Contextual Teaching and Learning (CTL) approach, it can make it easier for students to understand and apply in the daily lives of educated participants. Educators strive for students to be actively involved in the application process so that students can easily apply discover knowledge from their new learning experiences. The application of the contextual approach has been well implemented but not yet maximized.
Integrating Digital Multilingual Literacy in the Merdeka Curriculum: A Case Study from Jambi Province Siti Rahmiati; Viona Sapulette; Merlyn Rutumalessy; Hendra Sudarso; Everhard Markiano Solissa
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10169

Abstract

Digital transformation has significantly expanded opportunities for multilingual literacy in Indonesia, yet its integration within the Merdeka Curriculum at the junior high school level, especially in linguistically diverse regions such as Jambi Province, remains underexplored. This study aims to examine how digital-based multilingual literacy is implemented and to identify factors that facilitate or hinder its practice. A qualitative exploratory case study design was employed, involving five schools, three language teachers, one principal, and three students. Data were collected through in-depth interviews, classroom observations, and document analysis, and were thematically analyzed to capture pedagogical strategies, student experiences, and institutional support. Findings indicate that the Merdeka Curriculum enables the adaptation of national policies to local sociolinguistic contexts through translanguaging, digital storytelling, and collaborative learning strategies, enhancing student engagement, creativity, and communication skills. Challenges such as disparities in infrastructure, limited teacher training, and inconsistent policy application were observed, while active teacher agency, visionary school leadership, and community collaboration emerged as key factors sustaining innovation. Limitations include the restricted scope of research sites and the absence of quantitative evaluation of learning outcomes. Overall, the study concludes that integrating multilingual and digital literacy promotes inclusive and adaptive learning, strengthens students’ national identity, and fosters global competencies. Policy implications include the need for structured professional development, equitable allocation of digital resources, and participatory school governance to ensure the sustainability and scalability of multilingual-digital practices in Indonesian education.
The Role of Learning Analytics in Language Learning: Understanding Learner Behavior and Personalizing Language Education Experiences Petrus Jacob Pattiasina; Merlyn Rutumalessy
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.3889

Abstract

Background. The use of learning analytics in education has gained significant traction in recent years, with the potential to revolutionize language learning by providing insights into learner behavior and progress. Learning analytics allows educators to monitor and analyze student data to better understand individual learning patterns, identify areas of struggle, and tailor educational experiences accordingly. Despite its growing use in general education, the specific application of learning analytics in language learning remains underexplored. Purpose. This study aims to investigate the role of learning analytics in language learning, specifically how it can be used to understand learner behavior and personalize language education experiences. The research seeks to examine how data-driven insights can inform teaching strategies, enhance learner engagement, and improve language acquisition outcomes. Method. A mixed-methods approach was employed, combining quantitative analysis of learning data from a digital language learning platform and qualitative interviews with language learners and educators. The study focused on identifying patterns of learner behavior, engagement, and performance, and exploring how these insights could be used to personalize learning experiences. Results. The findings reveal that learning analytics can effectively identify areas where learners struggle, enabling instructors to provide targeted interventions. Personalized learning paths based on analytics lead to increased learner engagement and improved language proficiency. Conclusion. Learning analytics offers significant potential to personalize language education, enhancing both teaching effectiveness and learner outcomes by providing data-driven insights into learner behavior.
Co-Authors Achmad Abdul Azis Hendra Sudarso I Nyoman, Sudyana, Petrus Jacob Pattiasina Siti Rahmiati Solissa, Everhard Markiano Suharyatun Suharyatun suroso, amat Viona Sapulette