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All Journal PROJECT (Professional Journal of English Education) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran APPLICATION: Applied science in Learning Research
Happy Kusuma Wardani
Universitas Qomaruddin
Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Development of Interactive E-Module to Foster EFL Students’ Critical Thinking in Essay Writing Happy Kusuma Wardani; Ellys Kumala Pramartaningthyas; Taufiqur Rohman; Alimin Alimin
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.13577

Abstract

This study aims to develop an interactive E-Module to enhance creative thinking among EFL students in academic writing, specifically essay writing. This study used research and development (R&D) with the ADDIE model, which encompasses five stages: Analysis, Design, Development, Implementation, and Evaluation. The subject of this study involved 23 students of the English Language Education Study Program from a state university in Gresik, Indonesia. The research instruments included questionnaires and interviews in the need analysis stage, validation forms in the development stage to obtain review and recommendations from the expert validators, and evaluation questionnaires to discover students’ responses towards the implementation of the E-Module. Data were analyzed using mixed methods of descriptive qualitative and quantitative. The results showed that experts validated E-Module’s high quality, with minor revisions. In addition, students’ responses indicated strong effectiveness, with 83% reporting improved understanding and motivation. Furthermore, experts and students confirmed that the E-Module demonstrated practicality through ease of use and structured progression. Overall, experts and students perceive the interactive E-Modul developed in this study as a valuable tool for fostering critical thinking and independent learning.
Developing an AI-Assisted Project-Based Learning Model Integrating Pedagogical Deep Learning Principles for Tenth-Grade Students’ Writing Skills Alimin; Faqihatin; Happy Kusuma Wardani; M. Shofi Udin
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.19897

Abstract

This study aims to develop and evaluate an AI-assisted project-based instructional model for teaching descriptive text writing and to examine its feasibility and effectiveness in improving students’ writing performance. Employing a mixed-methods Research and Development (R&D) design based on the ADDIE framework, the study involved 36 tenth-grade students and one English teacher. Data were collected through questionnaires, interviews, expert validation sheets, observations, and pretest and posttest assessments. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were examined through thematic analysis. The results indicated improvements in students’ writing performance across all assessed components, with the overall mean score increasing from M = 12.85 on the pretest to M = 15.68 on the posttest. The findings also showed high levels of student participation and positive evaluations of the instructional materials in terms of practicality and suitability. The structured use of ChatGPT, Grammarly, QuillBot, DeepL, Hemingway Editor, Wordtune, and Scribbr AI Proofreader provided scaffolding within the project-based framework and supported students’ writing development while remaining feasible for classroom implementation. This study contributes to the growing body of literature on technology-enhanced language learning by providing empirical evidence of an instructional model that integrates AI tools with sound pedagogical design and offers practical guidance for EFL educators.
Co-Authors Alimin Alimin Alimin Diah Khofifa Ellys Kumala Pramartaningthyas Faqihatin Fauziyatun Ni'mah M. Shofi Udin Putrisabila Fitalia Taufiqur Rohman Zuhrun Nafis