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All Journal PEDAGOGIK : JURNAL PENDIDIKAN Ghaitsa: Islamic Education Journal
Syamsul Rizal
Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Religion Education

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Reading Activities in English Textbook Based on Revised Bloom’s taxonomy Used in Curriculum 2013 Dwi Fitri; Syamsul Rizal; Andriadi Andriadi
GHAITSA : Islamic Education Journal Vol. 5 No. 3 (2024): Oktober
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v3i3.712

Abstract

The aim of this study was to reveal the description of reading activities in English textbook used at SMP Negeri 15 Kota Bengkulu viewed from Revised Bloom’s Taxonomy framework in curriculum 2013. This research employed descriptive design which focused on the content analysis of reading activities used in English textbook “Bright: An English Course for Junior High School Students”. Therefore, the source of data in this research was an English Textbook used by the English teacher in SMP Negeri 15 Kota Bengkulu. The results showed that the reading activities covered remembering, understanding, applying, analyzing, evaluating, and creating. It means that reading activities in English textbook used in SMP Negeri 15 Kota Bengkulu are suitable to be used in curriculum 2013 because they covered all stages of cognitive domain based on Bloom’s Taxonomy. Although low order activities are considered to limit students’ critical thinking, they are still also important for meaningful learning, improve knowledge and solving some problems in the classrooms. In addition, based on this study there are some considerations of teachers in applying high-order activities in teaching reading i.e. the students’ level language mastery, the goal of the lesson, and time allocation.
BEYOND READING TASKS: FOSTERING MEANINGFUL LEARNING IN ESP READING THROUGH HUMAN-AI COLLABORATION Syamsul Rizal; Nadiyah Mardatillah
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i2.14836

Abstract

GenAI can make ESP reading meaningful rather than task-oriented. Few studies have examined how human–AI collaboration affects higher education ESP reading pupils. Human–AI collaboration in ESP reading classes, student participation in AI-supported reading activities, and meaningful learning were evaluated in this study. One instructor and fifteen undergraduate Islamic Education Study Program students engaged in a qualitative case study. Data was collected through classroom observations, semi-structured interviews, document analysis, field notes, and utilised Miles, Huberman, and Saldaña's interactive model and thematic analysis. The findings show three interconnected pedagogical transformations: (1) Human–AI collaborative pedagogy redefined lecturers, students, and AI in knowledge construction; (2) AI-supported reading increased students' engagement through active questioning, collaborative discussion, and confidence in interpreting academic texts; and (3) Human–AI Collaboration promoted critical inquiry, reflective dialogue, and discipline. 
Co-Authors Andriadi Andriadi Dwi Fitri Nadiyah Mardatillah