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All Journal Jurnal Pendidikan Kewarganegaraan Journal of English Language and Education Journal Of Academia In English Educations (JADEs)
Dewi Novita
Universitas Tanjungpura
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pre-Service EFL Teachers’ Attitudes towards CRT-GenAI Integration: A Predictive Correlational Study on Demographics and Experiences Eka Fajar Rahmani; Dewi Novita
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14352

Abstract

This study investigates pre-service EFL teachers' attitudes toward integrating Culturally Responsive Teaching (CRT) and Generative AI (GenAI), examining whether demographics (age, gender) and prior experience predict these attitudes. Employing a correlational-predictive design, data were collected from 35 seventh-semester students who had completed a teaching practicum. Participants completed demographic items and a 4-point Likert scale measuring attitudes toward CRT-GenAI integration. Descriptive findings revealed highly positive attitudes, particularly regarding GenAI's pedagogical benefits and its potential to address diverse learner needs. However, ANOVA results indicated no significant differences in attitudes across varying levels of prior experience. Furthermore, multiple regression analysis demonstrated that age, gender, and prior experience were not significant predictors, accounting for only 4.5% of the variance in attitudes. These results suggest that positive attitudes are shaped more by conceptual understanding of CRT-GenAI's pedagogical relevance than by demographic or experiential factors. The study contributes a novel predictive framework examining these constructs together. Pedagogically, it underscores the need for teacher education programs to provide integrated training in culturally responsive pedagogy and AI literacy. Limitations include the small, single-institution sample, suggesting future research should explore broader populations and additional variables like AI literacy or self-efficacy.
Implementasi Kepemimpinan Transformasional Kepala Sekolah dan Efektivitas Operasional Sekolah Satu Atap Fitriani; Tomo; Halida; Rody Putra Sartika; Dewi Novita
JURNAL PENDIDIKAN KEWARGANEGARAAN Vol 10 No 1 (2026): Volume 10 Nomor 1 Edisi Juni 2026
Publisher : UNIVERSITAS PGRI PONTIANAK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jpkn.v10i1.10546

Abstract

Penelitian ini bertujuan menganalisis implementasi kepemimpinan transformasional kepala sekolah dalam efektivitas operasional Sekolah Satu Atap di SD Negeri 6 dan SMP Negeri 6 Terentang. Penelitian menggunakan pendekatan deskriptif kualitatif. Data dikumpulkan melalui wawancara mendalam, observasi lapangan, dan studi dokumentasi dengan melibatkan kepala sekolah, guru, dan siswa sebagai informan. Analisis data dilakukan menggunakan model analisis interaktif dengan menerapkan triangulasi sumber, teknik, dan waktu untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional kepala sekolah berperan penting dalam meningkatkan efektivitas operasional sekolah melalui penguatan visi bersama, komunikasi, pengelolaan sumber daya secara adaptif, serta penguatan kolaborasi semua warga sekolah. Kepemimpinan komunikatif yang berorientasi pada pemberdayaan mendorong kreativitas guru dalam menerapkan pembelajaran kontekstual meskipun terdapat keterbatasan fasilitas, serta menjaga keberlangsungan pembelajaran. Penelitian ini menyimpulkan bahwa kepemimpinan transformasional yang kontekstual dan adaptif merupakan faktor kunci dalam menjaga efektivitas operasional Sekolah Satu Atap di wilayah dengan keterbatasan sumber daya, khususnya wilayah 3T
Improving Students’ Reading Comprehension in Descriptive Text Through Directed Reading Thinking Activity (DRTA) Strategy Nur Amalia; Dewi Novita; Dwi Riyanti
Journal of English Language and Education Vol 11, No 5 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3272

Abstract

This study aims to examine whether and how the implementation of Directed Reading Thinking Activity (DRTA) strategy was accompanied by an improvement in seventh-grade students’ reading comprehension of descriptive texts, particularly in identifying the main idea and understanding vocabulary meaning. This study employed Classroom Action Research (CAR) based on Burns’ (2010) cyclical model consisting of planning, action, observation, and reflection, conducted in two cycles. The participants were 32 seventh-grade students of class 7E at SMP Negeri 19 Kota Pontianak in the academic year 2025/2026. Data were collected through field notes and reading comprehension tests consisting of 20 multiple-choice items, with 10 items measuring main idea and 10 items measuring vocabulary meaning. The improvement was observed both quantitatively and qualitatively. Qualitatively, students showed greater participation during the DRTA process. In Cycle 2, students were more involved in making predictions, reading the text, discussing ideas with group members, and confirming their predictions using information from the text. Students also showed better focus during reading activities and greater willingness to respond to the teacher’s questions. These changes indicate that the DRTA process provided opportunities for students to participate actively in constructing and checking their understanding of descriptive texts. While quantitative data were analyzed by calculating the students’ mean scores and the percentage of students attaining the minimum mastery criterion (KKM). The findings showed improvement in both students’ classroom participation and reading comprehension outcomes. In Cycle 1, students’ mean score was 72.26, with 18 of 31 students (58.06%) attaining the KKM of 75. After reflection on Cycle 1, several instructional adjustments were made in Cycle 2, including pre-assigned group formation, additional scaffolding during the predicting stage, closer monitoring, and the use of digital presentation. In Cycle 2, the mean score increased to 81.94, representing an increase of 9.68 points, while 24 of 31 students (77.42%) attained the KKM. The findings indicate that the implementation of DRTA, together with instructional adjustments based on reflection, was accompanied by improvement in students’ reading comprehension of descriptive texts, particularly in identifying the main idea and understanding vocabulary meaning.
Co-Authors Dwi Riyanti Eka Fajar Rahmani Fitriani Halida Halida Nur Amalia Rody Putra Sartika Tomo