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All Journal Indonesian Journal of Integrated English Language Teaching JURNAL PENDIDIKAN TAMBUSAI INSANIA : Jurnal Pemikiran Alternatif Kependidikan
Adiyani, Novasa
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Teachers’ Beliefs on the Use of Project-Based Learning for Teaching Writing Adiyani, Novasa; Febriyani, Suci; Hidayati, Nur
Indonesian Journal of Integrated English Language Teaching Vol 11, No 1 (2025): IJIELT: VOLUME 11, Number 1, 2025
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v11i1.36663

Abstract

The research was focused on investigating teachers’ beliefs regarding the implementation of Project Based Learning in teaching writing. In order to reach the objective and address the research inquiries, a qualitative case study. The research design is utilized to collect qualitative data. The study involved two English teachers from different schools in Indonesia teaching at the junior high school level. The first teacher was a new teacher with 2 years of experience and not certified yet, while the second teacher was an experienced teacher with 15 years of experience and certified in PPG. The study highlighted Project-Based Learning (PjBL) as an effective method for teaching writing in Junior High schools. The teachers support Project Based Learning for its alignment with the curriculum and its benefits in promoting critical thinking and problem-solving skills. PjBL also improved student motivation, engagement, and self-regulation. However, challenges such as progress monitoring, time management, and access to technology exist. Despite these obstacles, PjBL offered long-term advantages for students. In conclusion, PjBL was a valuable approach for teaching writing but requires careful planning and support for successful implementation. Keywords: Writing, Project-Based Learning, Beliefs
ChatGPT vs. Human Translators: Can AI Replace Language Experts? Adiyani, Novasa; Hidayati, Nur
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.27191

Abstract

Kemajuan pesat kecerdasan buatan (AI) telah memengaruhi praktik penerjemahan bahasa secara signifikan, dengan memperkenalkan alat-alat seperti ChatGPT yang menawarkan solusi penerjemahan yang cepat dan mudah diakses. Tujuan dari penelitian ini adalah untuk mengeksplorasi sejauh mana ChatGPT dapat menggantikan penerjemah manusia, dengan menekankan pada elemen-elemen utama termasuk kelancaran penerjemahan, akurasi, dan kepekaan budaya. Dengan menggunakan metode survei deskriptif, data dikumpulkan dari 37 mahasiswa pendidikan bahasa Inggris melalui kuesioner dikotomis. Temuan tersebut menunjukkan bahwa meskipun ChatGPT umumnya digunakan sebagai alat bantu penerjemahan, alat ini masih gagal dalam melakukan ekspresi idiomatik, nuansa linguistik yang kompleks, dan konten khusus konteks. Responden mengakui kekuatan ChatGPT dalam kelancaran dan kecepatan tata bahasa, tetapi menyoroti keterbatasannya dalam menafsirkan emosi, nada, dan referensi budaya. Di sisi lain, penerjemah manusia masih penting dalam situasi yang menuntut ketepatan semantik dan kesadaran kontekstual. Selain itu, penelitian ini membahas implikasi ChatGPT yang lebih luas pada profesi penerjemahan, termasuk kekhawatiran tentang pemindahan pekerjaan dan potensi kolaborasi manusia dan AI.
Investigasi pandangan guru terhadap integrasi pembelajaran berbasis proyek dengan Canva Magic Write untuk mendukung SDG 4 Adiyani, Novasa; Priyana, Joko; Alhadeeri, Albokhary Alsnousi Othman
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i2.13389

Abstract

The Ministry of Education and Culture of Indonesia (Kemendikbud), through the 2013 Curriculum, emphasizes the development of 21st-century skills. Teachers, as educational initiators, are expected to equip students with the 4Cs: critical thinking and problem-solving, communication, collaboration, and creativity. To foster these skills, teachers are encouraged to implement student-centred teaching methods that focus on active learning rather than passive instruction. Project-Based Learning (PjBL) aligns with this approach, as it engages students in constructing knowledge and developing skills through meaningful, real-world projects. While PjBL emphasizes authentic learning tasks, Canva Magic Write facilitates digital creativity and linguistic expression, offering a complementary tool for enhancing writing instruction. This combination is to support SDG 4, quality education. This study aims to investigate English teachers’ views on implementing PjBL integrated with Canva Magic Write in teaching writing at the junior high school level. It also explores the challenges teachers face and the strategies they employ to overcome them. This qualitative case study involved English teachers with a minimum of two years of teaching experience. Data were collected through interviews and document analysis, then analysed using thematic analysis. The findings indicate that integrating Canva Magic Write with PjBL has excellent potential to enhance students' engagement, creativity, and writing quality. The study contributes to teachers’ education by highlighting the pedagogical value of combining PjBL with digital tools to support the development of 21st-century literacy.
Co-Authors Alhadeeri, Albokhary Alsnousi Othman Febriyani, Suci Joko Priyana Nur Hidayati