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All Journal Foremost Journal PTK: Jurnal Tindakan Kelas ITQAN: Jurnal Ilmu-ilmu Kependidikan Eduvest - Journal of Universal Studies Jurnal VARIDIKA
Yahya, Aliya Izet Begovic
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Religion Aerospace Engineering Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Eksplorasi Prinsip Andragogi dalam Pendidikan Orang Dewasa: Sebuah Studi Kualitatif pada Pendidikan Formal dan Non-Formal di STIP Jakarta Yahya, Aliya Izet Begovic; Purnama, Syahfitri; Supeno, Supeno
PTK: Jurnal Tindakan Kelas Vol. 5 No. 1 (2024): November 2024
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v5i1.505

Abstract

Konsep andragogi terus berkembang seiring dengan perubahan zaman dan kemajuan dalam ilmu pendidikan. Pendidikan orang dewasa di Indonesia, khususnya di sektor maritim, telah mengalami perkembangan signifikan dengan hadirnya Sekolah Tinggi Ilmu Pelayaran (STIP) Jakarta. Penelitian ini bertujuan untuk mengeksplorasi penerapan prinsip andragogi dalam pendidikan formal dan nonformal di Sekolah Tinggi Ilmu Pelayaran (STIP) Jakarta, dengan fokus pada metode pengajaran, pengalaman belajar, dan motivasi peserta. Metodologi yang digunakan meliputi wawancara, observasi, dan analisis dokumen kurikulum, yang melibatkan mahasiswa dan peserta diklat di berbagai tingkat. Temuan menunjukkan bahwa penerapan prinsip andragogi secara signifikan meningkatkan keterlibatan peserta didik, dengan mahasiswa dan peserta diklat menunjukkan motivasi tinggi untuk meningkatkan keterampilan yang relevan dalam dunia kerja. Sajian dan analisis data mengindikasikan bahwa metode pengajaran yang berfokus pada kemandirian, pengalaman hidup, dan relevansi materi meningkatkan efektivitas pembelajaran, serta menunjukkan perlunya pengembangan kurikulum yang lebih adaptif dan responsif terhadap kebutuhan peserta didik dewasa. Penerapan prinsip andragogi dalam pendidikan di Sekolah Tinggi Ilmu Pelayaran (STIP) Jakarta menunjukkan bahwa metode pembelajaran yang berfokus pada kemandirian, pengalaman hidup, dan relevansi materi dapat meningkatkan motivasi dan keterlibatan peserta didik, baik dalam konteks pendidikan formal maupun nonformal. Temuan ini memberikan kontribusi terhadap peningkatan kualitas pendidikan di sektor maritim.
Optimalisasi Manajemen Kelas untuk Membangun Lingkungan Belajar yang Kondusif Ardiansyah, Achmad; Rifai, Dede Syukrillah; Yahya, Aliya Izet Begovic
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 16 No. 1 (2025): Itqan: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v16i1.4977

Abstract

This study aims to identify and analyze optimal classroom management strategies to enhance students' learning awareness through a literature review approach. A qualitative descriptive method was employed by examining various relevant sources, including books, scholarly journals, and previous research related to classroom management and learning motivation. The findings indicate that effective classroom management encompasses four key dimensions: (1) physical arrangement of the classroom to support comfort, (2) strengthening the teacher's role as a facilitator, (3) implementation of communicative and participatory interactions, and (4) the establishment of a positive and disciplined classroom culture. These strategies significantly contribute to increasing student engagement and learning awareness. The study also identifies both internal (teachers and students) and external (curriculum, facilities, parental support, and classroom climate) factors that either support or hinder classroom management. The main contribution of this study lies in formulating a holistic approach to classroom management by integrating technical and interpersonal aspects as the foundation for fostering students’ learning awareness.
The Implementation of Communicative Language Teaching (CLT) Method in English Courses at New Concept English Education Centre Yahya, Aliya Izet Begovic; Sumaryoto, Sumaryoto; Prasetyono, Hendro
Eduvest - Journal of Universal Studies Vol. 4 No. 11 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i11.49918

Abstract

This study investigates the implementation of the Communicative Language Teaching (CLT) method at New Concept English Education Centre in Indonesia, focusing on its integration with Information and Communication Technology (ICT). CLT emphasizes authentic communication and interactive pedagogy, aiming to improve students' speaking and listening skills. The research adopts a qualitative descriptive approach, utilizing in-depth interviews, classroom observations, and document analysis to assess how CLT enhances language acquisition. Findings reveal that incorporating ICT tools such as digital platforms, multimedia resources, and gamified applications significantly supports real-world communication, fostering engagement and motivation among learners. Despite these advancements, challenges persist, particularly regarding technology access and infrastructure. This study underscores the transformative potential of ICT-enhanced CLT in modern language education while offering insights for curriculum development and teacher training to optimize English language instruction in Indonesia and similar contexts.
Integrating Deep Learning and AI in CLT-Based English Course Design: A Qualitative Study of EFL Tutors Yahya, Aliya Izet Begovic; Surwiti, Surwiti; Hasbullah, Hasbullah; Musliman, Acep; Syamsudin, Oom Rohmah
Foremost Journal Vol. 6 No. 2 (2025): Volume 6 No. 2
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v6i2.7677

Abstract

This study aims to explore how English tutors at the New Concept English Education Centre course institution integrate Artificial Intelligence (AI) technology and deep learning approaches in Communicative Language Teaching (CLT)-based learning planning. Using a qualitative approach with an exploratory case study design, data was collected through in-depth interviews, document studies, and classroom observations of 20 tutors who had participated in AI training. The results show that tutors understand the strategic role of AI in designing communicative, adaptive, and personalized learning. Tutors leverage various AI tools such as ChatGPT, Grammarly, and simulation videos to develop interactive speaking-based modules. This integration has a positive impact on increasing student engagement and the technological literacy of tutors. This research makes a theoretical and practical contribution to the development of technology-based learning models in the non-formal course sector, as well as encouraging tutors to be more adaptive to digital transformation in English language education.
Implementation of the Merdeka Curriculum and Integration of ICT Competences in English Lessons at Senior High School Yahya, Aliya Izet Begovic; Mutakin, Tatan Zenal; Sajiman, Supardi Uki; Wahid, Sunar
Foremost Journal Vol. 6 No. 2 (2025): Volume 6 No. 2
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v6i2.7678

Abstract

As Indonesian schools transition toward the Merdeka Curriculum’s student-centered approach, understanding how Information and Communication Technology (ICT) is integrated into English language learning is increasingly critical. This study aims to explore the implementation of the Merdeka Curriculum and the integration of ICT based on the UNESCO framework in English language learning at public high schools in the Greater Jakarta area, specifically SMAN 1 Bekasi, SMAN 5 Bekasi, SMAN 1 Depok, and SMAN 48 Jakarta. The Merdeka Curriculum, introduced to provide flexibility in learning, is expected to enhance students' competencies and character through a more adaptive approach to individual needs. One important aspect of this curriculum is the utilization of ICT, which is expected to enrich the interaction between teachers and students and improve access to information. This research employs a qualitative approach with a case study methodology to examine how teachers understand and implement the curriculum and the extent to which ICT is integrated into English language learning, while descriptive statistical analysis is used to analyze the questionnaires. Based on interviews, observations, and document analysis, the results show that the majority of teachers have understood the Merdeka Curriculum, but its implementation remains inconsistent. The main challenges faced include limited resources, insufficient training, and inadequate technology readiness. Furthermore, support from school leaders and the availability of adequate ICT facilities are crucial factors in the successful implementation of this curriculum. Although the use of ICT in teaching is present, it has not been fully optimized. This study suggests the need for appropriate strategies and full support from schools to overcome these challenges. The implementation of the Merdeka Curriculum has great potential to improve the quality of education, but it requires careful planning and better infrastructure development.
The The Implementation of Teaching Factory in Vocational Education: A Systematic Review Rifai, Dede Syukrillah; Ardiansyah, Achmad; Yahya, Aliya Izet Begovic; Fitriyani, Riska
Jurnal VARIDIKA Volume 38 No 1, March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.13289

Abstract

This study aims to comprehensively review the literature on Teaching Factory (TeFa) within vocational education, focusing on its role in narrowing the gap between classroom learning and industry demands. Through a Systematic Literature Review (SLR), the research synthesizes theoretical perspectives and empirical findings from peer-reviewed journals, conference papers, and other indexed publications published between 2020 and 2025. A structured screening and thematic coding process guided the selection of relevant works, enabling the identification of core variables, implementation strategies, and contextual factors shaping TeFa across countries. The review highlights that infrastructure readiness, teacher expertise, industry partnerships, and financial support influence successful TeFa practices. TeFa offers students authentic, industry-oriented experiences that strengthen technical and soft skills, thereby enhancing overall work-readiness. However, several challenges remain, such as resource limitations, uneven teaching practices, and the integration of digital manufacturing technologies. Moreover, gaps are evident in research concerning long-term digital factory planning, effective knowledge management, and data-based decision-making in vocational contexts. By systematically mapping these findings, this study advances the discourse on vocational education, offering evidence-based insights into the strengths, limitations, and future directions of TeFa. The results provide valuable input for educators, policymakers, and researchers to improve vocational education models, reinforce collaboration between schools and industry, and design sustainable frameworks for Teaching Factory implementation.
Co-Authors Acep Musliman ARDIANSYAH, ACHMAD Fitriyani, Riska Hasbullah Hasbullah Hendro Prasetyono Oom Rohmah Syamsudin Rifai, Dede Syukrillah Sajiman, Supardi Uki Sumaryoto Sumaryoto, Sumaryoto Sunar Wahid, Sunar Supeno Surwiti, Surwiti Syahfitri Purnama Tatan Zenal Mutakin, Tatan Zenal