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All Journal Jurnal Ilmiah Peuradeun Jurnal Eduscience (JES)
Erydani, Vinsensia Anisa Citta
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Exploring Tiktok’s Impact on ESP Students’ Speaking Engagement Erydani, Vinsensia Anisa Citta; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto; Mujiyanto, Januarius; Madjdi, Achmad Hilal
Jurnal Ilmiah Peuradeun Vol. 13 No. 2 (2025): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v13i2.1700

Abstract

The growing influence of social media on language acquisition has opened new avenues for enhancing student engagement in foreign language learning. However, its impact on verbal participation remains underexplored. This study investigates the role of TikTok as an instructional tool in English for Specific Purposes (ESP) speaking classes, focusing on its effectiveness in fostering student engagement. Employing a mixed-methods approach, this study integrates quantitative pre-test and post-test assessments to measure engagement levels and qualitative data from semi-structured interviews and focus group discussions to capture students’ perceptions. The findings indicate a significant increase in engagement: statistical analyses reveal notable improvements in students’ participation, while qualitative insights highlight TikTok’s capacity to enhance motivation, peer interaction, and authentic language practice. These results suggest that TikTok is a dynamic platform for improving speaking skills and engagement, offering valuable implications for educators seeking innovative teaching strategies in the digital era.
PROJECT-BASED LEARNING WITH AI-INTEGRATION TO FOSTER CRITICAL THINKING SKILLS AND SELF-EFFICACY OF PRE-SERVICE TEACHERS Harahap, Dahrul Aman; Faizin, Muhammad; Erydani, Vinsensia Anisa Citta; Lestari, Sri; Dewi, Desi Surlitasari; Ardhi, Mega Aulia
JURNAL EDUSCIENCE Vol 12, No 5 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i5.7851

Abstract

Purpose – This study aimed to evaluate the usefulness of Project-Based Learning (PjBL) combined with artificial intelligence (AI) tools in enhancing pre-service teachers' critical thinking and self-efficacy inside an instructional design course.Methodology – A pre-experimental one-group pretest-posttest design was applied. The study involved 46 pre-service teachers engaged in an instructional design course at a private university in Indonesia, chosen using purposive sampling. Two instruments were used: a 25-item critical thinking questionnaire and a 10-item self-efficacy scale. Normality tests were conducted, followed by paired-sample t-tests to determine differences between pre-test and post-test scores.Findings – The findings showed a statistically significant improvement in both critical thinking (t = -116.464, p < .001) and self-efficacy (t = -56.328, p < .001) after the AI-supported PBL intervention. The normality assumptions were met, and the effect size was notably strong for both variables. These results suggest that incorporating AI technologies into project-based learning can significantly improve pre-service teachers' cognitive and emotional preparedness for future teaching practices.Contribution – This study contributes to the teacher education literature by providing empirical evidence for the integration of AI technologies in project-based learning, promoting critical thinking and self-efficacy. It offers practical insights for instructional designers and educators seeking to equip future teachers with the competencies required in technologically rich educational environments.
Co-Authors Ahmad Hilal Madjdi, Ahmad Hilal Ardhi, Mega Aulia Dahrul Aman Harahap Desi Surlitasari Dewi Januarius Mujiyanto, Januarius Muhammad Faizin Sri Lestari Sri Wuli Fitriati W, Widhiyanto