Article Per Year (5 Year)
p-Index From 2021 - 2026
1.671
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Wahana Pendidikan JOLLT Journal of Languages and Language Teaching Tamansiswa International Journal in Education and Science (TIJES) Journal of Innovation and Research in Primary Education Abdimas Mandalika Pedagogy Review Studies in English Language and Education Curricula: Journal of Curriculum Development
Yuyun Yulia
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Persepsi siswa tentang keselarasan profil lulusan dan kurikulum dalam pendidikan Bahasa Inggris Dwi Adinda Puspitasari; Yuyun Yulia; Lusi Nurhayati
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.673

Abstract

Curriculum alignment plays a crucial role in ensuring that learning outcomes are effectively achieved in higher education. This study aims to examine students’ perceptions and understanding of the graduate profile within the framework of curriculum alignment in an English Education program. The research is conducted to evaluate whether students not only perceive the curriculum as relevant but also fully understand the intended graduate competencies. A quantitative approach, supported by open-ended responses, was employed to analyze students’ perceptions and level of understanding. The findings reveal that the majority of students hold positive perceptions of the graduate profile, while their understanding remains relatively low. This indicates a gap between students’ affective perceptions and their cognitive comprehension of curriculum objectives. In addition, students are more familiar with the role of a novice teacher than with those of a researcher and an edupreneur, reflecting an imbalance in the emphasis on competencies. These findings suggest that although the curriculum is perceived as relevant, its intended outcomes are not fully internalized.
Gemini AI-Supported Digital Posters in EFL Classroom: Lexical Depth and Two-Week Retention Uni Maharani; Sudiyono Sudiyono; Yuyun Yulia
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 4 (2026): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i4.21032

Abstract

Limited lexical depth and the difficulty to retain words after teaching are issues for junior high school students who learn to speak English as a foreign language. This study investigated vocabulary learning and student perceptions of a Gemini AI-supported digital poster project in a Grade 8 classroom in Palembang, Indonesia. A mixed-methods quasi-experiment was conducted on two intact classes (N = 48; 24 per group) in six meetings. The experimental group explored meanings, context and associated meanings using Gemini AI and produced Canva posters through repeated practice, peer interaction and teacher guidance. The 30 item vocabulary assessment was done before instruction and immediately afterward and two weeks later. Fifteen item questionnaires and six semi-structured interviews were used to extract perception information. The experimental and control mean post-test was 84.37 and 71.04 respectively. The two-week delayed means were 80.92 and 66.13 as compared to the final results from the summaries. The post-test mean difference was 13.33 (95% CI [9.34, 17.32], p < .001) and the delayed difference was 14.79 (95% CI [10.65, 18.93], p < .001). These cross-sectional tests do not establish a group-by-time effect. Students generally described interest, contextual support and creativity as well as connectivity problems, uneven digital skills and a dependence on AI. The instructional package was associated with higher immediate and two-week delayed scores, but its individual components cannot be separated. We need to be mindful of teacher monitoring, checking AI responses, privacy protection and the need for AI literacy and education.
Co-Authors A Nur Inayatul Aini Alissa Rahmasari Ardiana Intan Prawesti Bunga Putri Maulia Dwi Adinda Puspitasari Eko Prasetyo Nugroho Saputro Elizaveta Ivashova Emy Nur Rokhani Florentinus Sugandi Hillario Satria Kheisen Eiden Leona Patria Devi Lu&#039;luil Maknun Lusi Nurhayati M. Zaenal Abidin Margana Margana Margana Margana Mikhael Parlindungan Hutasoit Pelin Derinalp Rangga Alif Faresta Roi Boy Jon Rozanah Katrina Herda Sharizan Sharizan Siti Hanum Afuwani Soni Ariawan Sudiyono Sudiyono Uni Maharani Wilia Astuti