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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English for Academic and Specific Purposes (JEASP) Martabe : Jurnal Pengabdian Kepada Masyarakat Journal on Education Jurnal Abdi Insani Budimas : Jurnal Pengabdian Masyarakat PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat Jurnal bahasa, sastra, seni, dan pengajarannya Community Empowerment Journal INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Sylvia Sylvia
Universitas Terbuka
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Video-based learning in EFL contexts: a systematic review of empirical evidence and pedagogical implications Sylvia Sylvia
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9128

Abstract

The increasing integration of video-based learning in English as a Foreign Language (EFL) education has transformed the ways learners engage with language, teachers facilitate instruction, and institutions design curricula. This systematic review synthesizes empirical studies published between 2023 and 2025 that examine the pedagogical affordances and challenges of diverse video-mediated approaches, including synchronous video communication, video-enhanced observation, translanguaging in peer editing, video-based shadowing, dubbing applications, and social media integration such as TikTok. Findings reveal that video-based interventions significantly enhance learners’ oral proficiency, pronunciation, reflective practices, cognitive engagement, and socio-emotional involvement. However, their effectiveness is highly contingent upon instructional design, learners’ proficiency levels, technological accessibility, and institutional support. While face-to-face modalities tend to foster richer interactional dynamics and emotional engagement, video-mediated environments provide unique opportunities for reflective practice, multimodal input, and collaborative problem-solving. Challenges such as cognitive overload, reduced social presence, digital distractions, and unequal access underscore the need for pedagogical scaffolding and critical integration. Overall, this review highlights the transformative yet context-sensitive role of video-based learning in EFL education, calling for future research on long-term impacts, differentiated instructional strategies, and the integration of AI-driven adaptive technologies to optimize multimodal learning ecologies.
DARI KEBIJAKAN KE PRAKTIK: MEMPERKUAT KAPASITAS GURU SEKOLAH DASAR UNTUK PEMBELAJARAN MENDALAM MELALUI PENGABDIAN MASYARAKAT Bachtiar, Bachtiar; Ramdhani, Sendi; Sylvia, Sylvia
Jurnal Abdi Insani Vol 12 No 11 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i11.3040

Abstract

Contemporary perspectives on 21st-century education emphasize that primary schooling must cultivate transferable competencies that extend beyond content mastery. In Indonesia, the implementation of the 2023 Curriculum and the Merdeka Belajar framework foregrounds Deep Learning (Pembelajaran Mendalam) as a means to achieve the 6Cs (i.e., character, citizenship, collaboration, communication, creativity, and critical thinking) from the earliest grades. This study reports a community service (Pengabdian Kepada Masyarakat, PKM) intervention designed to strengthen primary teachers’ capacity to understand and implement this policy in their classrooms. The program involved 28 teachers from SD Negeri Pondok Cabe Ilir 02, Tangerang Selatan, and adopted a four-stage model: observation, socialization, workshop and mentoring, and evaluation. A mixed-methods approach was employed, incorporating teacher surveys on knowledge and self-efficacy, classroom observations aligned with the 6Cs, analysis of lesson plans and student artifacts, and focus group discussions. Data were analyzed using descriptive statistics, inferential tests, and thematic analysis. The findings reveal significant improvements in teachers’ knowledge, understanding, and awareness of Deep Learning, which fostered a collective commitment to redesign lessons and adopt more active, student-centered pedagogies. Teachers applied differentiated strategies across grade levels: story- and play-based learning in lower grades, and guided inquiry in both middle and upper grades. The program also encouraged professional collaboration and mentoring, although barriers such as limited preparation time, insufficient resources, and varied levels of teacher readiness persisted. These results suggest that the implementation of Deep Learning in primary schools requires sustained and context-sensitive professional development, supportive school leadership, adequate resources, and longitudinal research to link changes in teacher practice with long-term improvements in student learning outcomes.
Transformasi pembelajaran di PAUD Arjuna melalui inovasi pendidikan Puspitasari, Maya; Juhana, Juhana; Ardiasih, Lidwina Sri; Sylvia, Sylvia; Putri, Mylanita Widya; Adhania, Rifa Fajri
Community Empowerment Journal Vol. 4 No. 1 (2026)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v4i1.322

Abstract

Program Pengabdian kepada Masyarakat (PkM) di PAUD Arjuna dilaksanakan dengan tujuan meningkatkan kapasitas guru dan memperkuat inovasi pembelajaran melalui pemanfaatan media edukatif berbasis teknologi serta pengembangan kreativitas anak. Kegiatan PkM ini melibatkan tim dosen Universitas Terbuka (UT) bersama mitra, yaitu kepala sekolah, guru, dan siswa PAUD, dalam rangka mendorong implementasi praktik pembelajaran yang interaktif dan menyenangkan. Selama pelaksanaan, tim PkM memberikan pendampingan berupa pelatihan serta penyediaan media ajar inovatif yang sesuai dengan kebutuhan anak usia dini. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap strategi pembelajaran kreatif, motivasi siswa dalam mengikuti kegiatan, serta kesadaran lembaga untuk terus berinovasi. Penutupan kegiatan ditandai dengan sesi foto bersama tim PkM, kepala sekolah, guru, dan siswa sebagai simbol kebersamaan dan keberlanjutan program. Secara keseluruhan, PkM ini menjadi motivasi penting bagi PAUD Arjuna untuk memperkuat kualitas lembaga, mengembangkan pembelajaran berbasis inovasi, serta meningkatkan peran aktif dalam mendukung perkembangan anak usia dini. The Community Service Program (PkM) at PAUD Arjuna in Tangerang Selatan aimed to enhance teacher competencies and foster innovative learning by integrating technology-based educational media. This strategy was designed to facilitate children's creative development. Educators from Universitas Terbuka collaborated with the principal, teachers, and students of PAUD Arjuna. The program's primary activities consisted of training and mentoring on the application of innovative teaching media specifically designed for early childhood education. The outcomes included increased understanding of creative learning strategies among educators, higher student engagement in classroom activities, and improved institutional recognition of the need for ongoing innovation. The knowledge management initiative enhanced learning quality at PAUD Arjuna and promoted the adoption of sustainable, innovation-oriented practices in early childhood education.
PENINGKATAN KOMPETENSI GURU BAHASA INGGRIS SMP DI KABUPATEN BOGOR MELALUI PELATIHAN PENGEMBANGAN VIDEO PEMBELAJARAN BERBASIS ANIMAKER sylvia, sylvia; Bachtiar, Bachtiar; Zuhairi, Aminuddin; Puspitasari, Maya; Gardina, Inggit
Jurnal Abdi Insani Vol 13 No 1 (2026): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v13i1.3354

Abstract

In the era of digital transformation, teachers are expected to integrate technology into classroom practices to enhance students’ engagement and 21st-century skills. Within the framework of the Merdeka Belajar curriculum, technology-enhanced learning plays a vital role in fostering creativity, collaboration, communication, critical thinking, and character development. However, many English teachers still face challenges in utilizing digital tools effectively due to limited technological competence and pedagogical readiness. This community service (Pengabdian kepada Masyarakat or PkM) program was designed to strengthen the digital and pedagogical capacities of junior high school English teachers in Bogor Regency through training on the development of deep learning–based instructional videos using the Animaker platform. The activity was conducted on September 26, 2025, and involved 36 teachers who are members of the Musyawarah Guru Mata Pelajaran (MGMP) English Teachers Association. The program adopted a four-stage model consisting of observation, socialization, training and mentoring, and evaluation. Data were collected through observation, participant feedback, and reflective discussions. The findings indicate that the program significantly improved teachers’ understanding and skills in designing and producing animation-based instructional videos. Teachers demonstrated greater creativity, confidence, and motivation in integrating technology into their English lessons. Moreover, the training fostered collaborative learning, reflective practice, and professional growth among participants. This program highlights the importance of ongoing professional development and institutional support in equipping teachers with digital pedagogical competencies to meet the demands of modern education.
Applying ChatGPT as an AI Writing Assistant: EFL Teachers’ and Students’ Perceptions in a Senior High School in Sorong Melva Yanti Sianturi; Andang Saehu; Sylvia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10293

Abstract

This study explores the perceptions of EFL teachers and students regarding the use of ChatGPT as an AI writing assistant in English writing activities at a public senior high school in Sorong, Southwest Papua. The study is grounded in the Technology Acceptance Model (TAM), which examines perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using (ATU), behavioral intention (BI), and actual use (AU). A qualitative case study approach was employed involving four English teachers and six eleventh-grade students who had experience using ChatGPT in writing activities. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis based on TAM constructs. The findings reveal that both teachers and students perceive ChatGPT as a useful tool for supporting English writing activities. Teachers reported that ChatGPT assists in generating teaching materials, writing prompts, and feedback more efficiently, while students found it beneficial for generating ideas, improving grammar, expanding vocabulary, and organizing their writing. Participants also perceived ChatGPT as easy to use due to its simple interface and accessible interaction process. Furthermore, both teachers and students demonstrated positive attitudes toward its use and expressed strong intentions to continue utilizing the tool in writing activities. These perceptions were reflected in their actual use of ChatGPT in routine teaching and learning practices. The study concludes that ChatGPT is perceived as a supportive tool in EFL writing instruction when used appropriately, highlighting the importance of pedagogical guidance to ensure responsible and effective integration of AI tools in language learning.
Co-Authors Adhania, Rifa Fajri Andang Saehu Ardiasih, Lidwina Sri Bachtiar Bachtiar Emilizar Emilizar Gardina, Inggit Harmiati Harmiati Harmiati Harmiati, Harmiati Juhana, Juhana Maya Puspitasari Maya Puspitasari, Maya Melva Yanti Sianturi Puspitasari, Kristanti Ambar Putri, Mylanita Widya Sendi Ramdhani Sri Dewi Nirmala Topuh, Jelpris Utami Widiati Wahyurianto, Ibnu Widya Rizky Pratiwi, Widya Rizky Zuhairi, Aminuddin Zuhairi, Aminudin