Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora The Progress: Journal of Language and Ethnicity Journal of Innovative and Creativity
Kalayo Hasibuan
State Islamic University of Sultan Syarif Kasim Riau
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Exploring the Similarities and Differences among the Kinds of Curriculum Implemented in Indonesian Schools Kalayo Hasibuan; Erlinda Agustina
The Progress: Journal of Language and Ethnicity Vol. 2 No. 1 (2023): The Progress: Journal of Language and Ethnicity
Publisher : Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/theprogress.v2i1.2710

Abstract

This paper explores the similarities and differences among the kinds of the curriculums such as the School-Based Curriculum, 2013 Curriculum and the Freedom to Learn Curriculum that have been implemented in Indonesian schools. Their similarities and differences comprise the conceptual or theoretical frameworks, the instructional procedures and the assessment at schools in Indonesia. The curriculum as a determinant of educational success must be responsive to all contemporary challenges and innovations. The 2013 Curriculum and the Freedom to Learn Curriculum, the so called “Merdeka curriculum” are currently being implemented. The Indonesian government has adjusted the changes to the curriculum as much as possible to meet the educational goals expected in this digital era. The objective of this article is to compare the kinds of the implemented curriculums in Teaching English as A Foreign Language (TEFL) based on the basic frameworks, targeted competencies, curriculum structure, learning, assessment, teaching tools, and curriculum tools.
Challenges And Opportunities For EFL Instruction With An Islamic Perspective Kalayo Hasibuan; Salsabila Ramadhani Salsabila; Santy Agustin Agustin; Silvi Ramadhani Ramadhani; Siti Maulani Delfina Delfina
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.775

Abstract

This article explores the integration of Islamic values into English as a Foreign Language (EFL) instruction, emphasizing both the challenges and opportunities within Islamic educational contexts. As English serves as a global language for communication and knowledge, embedding Islamic principles into EFL teaching adds a moral and spiritual dimension to language learning. The paper draws on qualitative literature and empirical studies to propose strategies for addressing cultural, ideological, and material-related barriers. It highlights the importance of aligning language instruction with the cultural and spiritual backgrounds of Muslim learners through character education, teacher training in faith-based pedagogy, and the inclusion of Islamic content in teaching materials. Furthermore, the integration of educational technology and media such as multimodal digital content and Islamic-themed instructional tools is explored as a means to enhance both linguistic competence and moral development. This holistic approach aims to cultivate not only language skills but also critical thinking, intercultural awareness, and ethical values among learners.
Reflections on the policy-practice gap: Adaptive interpretation of curriculum levels by Indonesian EFL teachers Kalayo Hasibuan; Siti Fadilah Sukma; Dinda Kurniawati; Dinda Salsa Bella
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.293

Abstract

Curriculum reform in Indonesia, notably the Merdeka Curriculum, has introduced explicit language proficiency levels benchmarked against the Common European Framework of Reference for Languages (CEFR). This article undertakes a critical narrative literature review to analyze how English as a Foreign Language (EFL) teachers in Indonesian contexts interpret and implement these policy-mandated curriculum levels. Findings demonstrate a significant policy-to-practice gap, primarily characterized by high conceptual inconsistency regarding CEFR descriptors and a compulsory process of contextual adaptation necessary due to profound classroom constraints. The analysis reveals three systemic deficits: insufficient, non-contextualized professional development (PD); scarcity of resources compounded by teacher competency gaps; and an inherent tension between mandated policy fidelity and professional pedagogical autonomy. The article concludes that teacher interpretation constitutes a vital, non-linear adaptive professional mechanism that translates abstract policy into locally relevant pedagogy. This necessitates that future policy design formally recognizes and empower this essential teacher agency to ensure sustainable and equitable curriculum implementation.
Co-Authors Dinda Kurniawati Dinda Salsa Bella Erlinda Agustina Salsabila Ramadhani Salsabila Santy Agustin Agustin Silvi Ramadhani Ramadhani Siti Fadilah Sukma Siti Maulani Delfina Delfina