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All Journal Jurnal Cakrawala Pendas Social Sciences and Humanities Reviews
Raynesa Noor Emiliasari
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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TEACHERS’ VOICE IN ‘ASESMEN KOMPETENSI MINUMUM’: NAVIGATING THE CHALLENGES IN PRIMARY EDUCATION Raynesa Noor Emiliasari; Yanty Wirza
Jurnal Cakrawala Pendas Vol. 10 No. 4 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v10i4.11740

Abstract

This study investigates the challenges encountered by public and private elementary school teachers in urban and rural areas when applying the Asesmen Kompetensi Minumum (AKM). This study employed a qualitative phenomenological method, interviewing four teachers from various circumstances. The findings reveal a number of challenges, including an increased workload, pressure to achieve high AKM scores, limited access to professional development, contradicting holistic education values, feelings of isolation, and policy ambiguity. These variables have a direct effect on teacher emotional well-being, motivation, and instructional efficacy. Teachers are expected to overcome these obstacles with more support from schools and the government, such as continuous training, collaboration rooms, and emotional support.
Interaction-Driven Reading Comprehension Development in EFL Classrooms: A Qualitative Study of Collaborative MeaningMaking in Secondary English Education Raynesa Noor Emiliasari; Emi Emilia; Budi Hermawan
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.197

Abstract

Background: Reading comprehension is a core component of EFL learning, yet many secondary classrooms still rely on teacher-centered instruction that limits interaction, engagement, and deeper interpretation of texts. Recent pedagogical perspectives suggest that collaborative classroom interaction can strengthen students’ comprehension and critical reading development. Aims: This study investigates how interaction-driven instructional practices support reading comprehension development in EFL classrooms, with particular attention to collaborative meaning-making during reading activities. Methods: A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of instructional documents. Participants were selected purposively based on their involvement in interactive reading instruction. The data were analyzed using thematic coding and interpretative analysis. Results: The findings show that collaborative discussion and guided questioning increased student participation and supported deeper interpretation of texts. Students became more confident in expressing ideas and negotiating meaning with peers. Teachers also reported that interactive activities reduced reading anxiety and created a more supportive learning environment. However, differences in vocabulary mastery and learning motivation influenced the level of participation. Conclusion: Interaction-driven pedagogy plays an important role in improving reading comprehension in EFL classrooms by promoting collaborative meaning-making, reflective engagement, and active participation. The study highlights the value of structured interaction and scaffolded discussion in creating more inclusive, meaningful, and pedagogically effective reading instruction in secondary English education.
Co-Authors Budi Hermawan Emi Emilia Yanty Wirza