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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal on Education International Journal of Research in Education (IJRE)
Hanni Yukamana
University of PGRI Palembang
Education

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Character Educational Values in The Movie “Turning Red” and its Implication Toward Character Education of Young Learners Jehan Ayu Mentari; Masagus Firdaus; Hanni Yukamana
Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i2.5374

Abstract

This case study looks at the function of movies in educational character, specifically the animated feature "Turning Red." Employing an expressive subjective strategy based on constructionism and basic speculations, the consider looks for to find the film's character instructive values and examine their results for youthful learners' character advancement. Essential sources are the characters' exercises, which are strengthened by auxiliary sources such as motion picture clips, discourses, and character ponders. The inquire about employments observational investigation, interviews with film specialists and onlookers, and substance examination of instructive character beliefs. Triangulation increments the research's legitimacy by pushing innovation implies for extricating information from the motion picture and its screenplay. The investigate reveals a different set of character educational standards encoded within the film's talk, activities, and intuitive. The ponder employments a categorization system to distinguish these values and analyze their results for students' character instruction. "Turning Red" develops as an viable instrument for instructing solid character characteristics and moral standards in youthful understudies, contributing to a more nuanced see of movies' multidimensional work in instruction and conceivable affect on character improvement.
AI Integration in English Language Teaching: Junior High School Teachers’ Perceptions and Readiness in Ogan Ilir, South Sumatera Agung Susilo; Masagus Firdaus; Hanni Yukamana
International Journal of Research in Education Vol. 6 No. 1 (2026): Issued in January 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i1.3108

Abstract

Artificial Intelligence (AI) is increasingly reshaping educational practices worldwide, particularly in language learning. This mixed-methods study investigates English teachers’ perceptions and readiness toward AI integration in junior high schools in Ogan Ilir, South Sumatra, Indonesia, an under-resourced and largely rural context that remains underrepresented in global AI-in-education research. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and technology acceptance perspectives, the study examines how teachers’ technological competence, pedagogical readiness, and institutional conditions interact to shape AI adoption in English language teaching (ELT). Data were collected through questionnaires, interviews, and classroom observations and analyzed using descriptive statistics and thematic triangulation. The findings indicate that teachers hold generally positive view on AI and recognize its potential to enhance instructional effectiveness, student motivation, and personalized learning. However, their readiness for AI integration remains moderate, constrained by limited professional development, inadequate digital infrastructure, insufficient AI literacy, and policy-related gaps. By foregrounding teachers’ voices from a rural context, this study extends international ELT and AI-in-education scholarship beyond technologically advantaged settings. This research adds empirical support to discussions of equitable AI integration while underscoring the importance of context-specific professional development, institutional infrastructure, and ethical governance in fostering sustainable AI-mediated ELT practices.
Co-Authors Agung Susilo Jehan Ayu Mentari Masagus Firdaus