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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of English Linguistics, Literature, and Education (IJELLE)
Ika Sastrawati
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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INVESTIGATE THE ROLE OF TEACHER-STUDENT INTERACTION IN FOSTERING CRITICAL THINKING SKILLS AT SMP ISLAM AR-RAAFI’ Salma; Ika Sastrawati; Hijrah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 03 (2024): Volume 09 No. 03 September 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i3.18639

Abstract

Salma, 2024 “Investigate the Role of Teacher-Student Interaction in Fostering Critical Thinking Skills at Smp Islam Ar-Raafi’”. A thesis of English Education Department Faculty of Teacher Training and Education Universitas Muhammadiyah Makassar. (Supervised by Ika Sastrawati and Hijrah). The study aims to find out whether the interaction between teachers and students can stimulate the student's critical thinking. This study examines the interaction between teachers and students. The subjects of the study were one English teacher and five students of SMP Islam Ar-Raafi’ Makassar who were selected using purposive sampling techniques. This method of research is qualitative research with phenomena experienced by the subject of research, for example interactions, learning materials, etc. This research data is collected through observation and interviews. Data analysis techniques use data reduction, data display, and conclusion/verification. This research is expected to benefit teachers and students in interacting in the classroom. In this case, teachers are asked to build interaction with students by increasing communication to students. With the interaction between teachers and students, students can exchange views, express opinions, analyze, and evaluate the materials studied, which of course can encourage the critical thinking of students. It can be concluded that the role of interaction among teacher and students is very important in fostering the student's ctirical thinking skills.
A Digital Literacy and Pedagogical Transformation: A Case Study of Teachers’ Training in Remote Areas Sujariati; Mallapiang, Yassir; Ika Sastrawati
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 7 No. 2 (2025): December
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v7i2.7290

Abstract

With a focus on SMA Negeri 16 Gowa and SMP Negeri 1 Parigi Gowa, this study investigates how digital literacy aids in pedagogical transformation in rural schools. In order to support pedagogical transformation in rural schools, the main goals were to investigate the digital literacy of teachers, the efficacy of training programs, the difficulties in implementing digital learning, and potential models and solutions. A purposive sample of twelve teachers was used in a qualitative case study design. Semi-structured interviews, document reviews, and classroom observations were used to gather data. Teachers' abilities, experiences, and reflections were recorded by the instruments, and thematic analysis was used to examine the data. The results showed that although teachers have rudimentary to intermediate digital skills, they still hardly ever use sophisticated tools for interactive instruction. Because programs were frequently short-term and not adapted to local needs, existing training increased awareness but did not result in meaningful changes. Teachers also mentioned issues like inadequate devices, poor internet access, inadequate infrastructure, and low student engagement. The results of document analysis and interviews suggested that context-sensitive, mentoring-based training models would work better than one-time workshops. Teachers also offered doable fixes, such as bettering the infrastructure, collaborating with the community, and focusing professional development more locally. By emphasizing the significance of contextualizing digital literacy in rural education, this study makes a theoretical contribution. In a practical sense, it provides direction for educators and legislators in creating efficient support and training programs. It demonstrates how improved digital proficiency can support more engaging and globally relevant English language instruction in rural Indonesian classrooms.
Co-Authors Hijrah Mallapiang, Yassir Salma Sujariati