Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Journal of English Education and Teaching (JEET) Journal of Pedagogy and Education Science Journal of English Language Teaching and Applied Linguistics
Imam Santosa
Universitas Esa Unggul
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Portrayal of Professional Digital Competence (PDC) of English Teacher: Digital Immigrant vs. Native Imam Santosa; Ifan Iskandar
Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.2.183-202

Abstract

This study aimed to investigate the differences in professional development for digital competence (PDC) levels between digital immigrant and digital native teachers. A total of 49 teachers participated in the study. Data was collected through an online survey that measured their PDC levels in seven domains: Subject and Basic Skills, School in Society, Ethics, Pedagogy and Subject Didactics, Leadership of Learning Processes, Interaction and Communication, and Change and Development. The results indicated that there were slight differences between the PDC levels of digital immigrant and digital native teachers. Digital immigrant teachers had higher percentages at the none level and the skills level, while digital native teachers had higher percentages at the knowledge level and the competence level. The findings suggest that both groups of teachers have relatively high levels of PDC, indicating that they are capable of using technology effectively in their teaching practices. The study highlights the importance of ongoing professional development for both groups to ensure they are equipped with the necessary digital competencies to effectively support their students in the digital age. The PDC framework can be a useful tool for identifying areas of strength and weakness for both digital learner groups, and can guide the development of targeted professional development programs.
Assessing Digital Competence Among Pre-Service English Language Teachers: Strengths and Weakenesses Sri Sumarni; Ifan Iskandar; Imam Santosa
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.613-631

Abstract

This study aimed to examine the digital competence of 102 pre-service English language teachers and identified areas of strength and weakness. A questionnaire aligned with the European Framework for Educators' Digital Competence (DigCompEdu) was used to assess self-perceived competence in various digital areas. The findings revealed strengths in organizational communication, professional collaboration, managing and sharing digital resources, guidance, collaborative and self-regulated learning, accessibility and inclusion, and digital content creation. However, reflective practice and analyzing evidence were identified as areas of relative weakness. The study highlighted the need for targeted training programs and curriculum enhancements to address these gaps. Enhancing the digital competence of pre-service teachers is crucial for effective integration of technology in language instruction. By addressing strengths and weaknesses, the study emphasized the importance of comprehensive digital education programs that go beyond assuming digital natives possess advanced skills. Improving digital competence among pre-service teachers can enhance the quality of language education and provide better learning experiences for students.
English Teachers’ Perceptions of Digital Literacy in Teaching Imam Santosa; Stephanie Fahra Caroline; Ifan Iskandar; Vjollca Jonuzi
Journal of English Language Teaching and Applied Linguistics Vol. 1 No. 1 (2025): Journal of English Language Teaching and Applied Linguistics
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jaiela.v1i1.50

Abstract

Background of the Study: Digital literacy has become a crucial aspect of modern education. English teachers are expected to not only use digital tools but also understand their pedagogical and ethical implications. Aims and Scope of the Paper: This study explores the perceptions of junior and senior high school English teachers regarding digital literacy in teaching, including their experiences, challenges, and readiness in integrating digital tools. Methods: Using a descriptive qualitative approach, data were collected through semi-structured interviews with 17 English teachers who met the inclusion criteria. Thematic analysis was employed to identify patterns and themes. Results: The analysis revealed four main themes: access, evaluation, use, and reflection. Teachers showed enthusiasm in using digital tools, but practices remained within familiar boundaries. Formal training in evaluating content was limited, and concerns about ethical and pedagogical responsibilities emerged. Conclusion: Effective integration of digital literacy requires not only access to tools and infrastructure but also continuous professional development that promotes confidence, critical awareness, and reflective teaching practices.
Deep Learning in the Formation of Students' Nationalist Attitudes: A Bibliometric Analysis Study Muhammad Rijal Fadli; Bahtiar Afwan; Alfian; Imam Santosa
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001556

Abstract

This study addresses the limited role of deep learning in fostering students’ national pride, as existing research largely emphasizes technical aspects of artificial intelligence rather than value-based education. This gap highlights the need for integrating national values and character development into deep learning research. The study aims to examine publication trends, research directions, and patterns of scientific collaboration related to deep learning and student nationalism in the digital era. A bibliometric approach was employed to analyze scholarly publications indexed in Google Scholar, Scopus, and Web of Science (WoS) from 2019 to 2025. The analysis focused on research growth, thematic connections, author productivity, and keyword co-occurrence to map the development of the field. The findings indicate a significant increase in publications during the early period, followed by a decline in recent years, suggesting a possible shift or saturation in research focus. The most frequent keywords identified were attitudes (228), teacher (120), and deep learning (96), alongside related terms such as value, artificial intelligence, critical thinking, university, and student learning. These results reveal that deep learning research remains predominantly oriented toward general technological and pedagogical applications, with limited emphasis on cultivating national values and pride. This study underscores the need for future research that integrates deep learning with value-based education to strengthen students’ national awareness and character development in higher education contexts.
Co-Authors Alfian Bahtiar Afwan Fadli, Muhammad Rijal Ifan Iskandar Sri Sumarni Stephanie Fahra Caroline Vjollca Jonuzi