Garuda - Garba Rujukan Digital

Exploring Student Teachers’ Current Digital Competencies for Navigating Digital Education Nernere, Regina Putri; Kriswinahyu, Aprilia Dyah; Bram, Barli
Globish: An English-Indonesian Journal for English, Education, and Culture Vol 14, No 2 (2025): Globish: English-Indonesia Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v14i2.13624

Along with the digital era enhancement, the criteria for qualified teachers to possess not only content and pedagogical knowledge but also technological competence. This study examined the digital competencies of 47 fifth-semester English education students at Sanata Dharma University. Grounded in the TPACK framework, this study explored student teachers’ competencies to integrate technology into English language teaching. This study used a mixed-methods approach. The qualitative data showed that student teachers demonstrated an average digital competency score of 76.87 (SD = 9.73). Qualitative findings revealed that student teachers' digital competencies are shown through innovative teaching practices, information literacy and evaluation, collaboration and resource sharing, responsible technology use, and technical know-how. The study's insights are expected to inform curriculum makers, educators, and policymakers about the current state of digital competencies among future English student teachers, allowing more targeted improvements in teacher education programs.

The Role of Jigsaw Technique in Promoting Social Awareness and Relationship Skills Among Master’s Students Within the SEL Framework Kriswinahyu, Aprilia Dyah; Nernere, Regina Putri; Kuswandono, Paulus
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2004

Social awareness and relationship skills, integral components of the social-emotional learning (SEL) framework, serve as fundamental objectives in holistic education. However, Indonesia’s SEL concept remains relatively new, particularly in higher education settings. This study examined how learning techniques such as jigsaw enabled the cultivation of social awareness and relationship skills depicted in the SEL framework. Employing a descriptive qualitative research method, this study explored students’ interactions in the jigsaw technique among 19 first-semester Master’s students in the English Education Master Program at Sanata Dharma University. The data were collected through questionnaires, interviews, and observations, which offered a comprehensive understanding of students’ interactions through the jigsaw technique. The findings revealed the potential of jigsaw as a collaborative technique to promote social awareness and relationship skills among higher-education students by exposing students to diverse perspectives and building relationship skills through active communication and collaboration. However, several challenges, such as cultural and emotional barriers and a sense of dominance, inferiority, and trust, emerged in the group interactions that need to be addressed. This study is expected to contribute valuable insights at the higher level of education in Indonesia by applying various learning techniques, one of which is the jigsaw technique, as an effort to implement SEL and improve SEL competencies. The findings provide practical implications for educators and policymakers trying to promote a balance of emotional and social growth alongside students’ academic learning, especially concerning collaborative skills needed in today’s world.

The Role of Jigsaw Technique in Promoting Social Awareness and Relationship Skills Among Master’s Students Within the SEL Framework Kriswinahyu, Aprilia Dyah; Nernere, Regina Putri; Kuswandono, Paulus
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2004

Social awareness and relationship skills, integral components of the social-emotional learning (SEL) framework, serve as fundamental objectives in holistic education. However, Indonesia’s SEL concept remains relatively new, particularly in higher education settings. This study examined how learning techniques such as jigsaw enabled the cultivation of social awareness and relationship skills depicted in the SEL framework. Employing a descriptive qualitative research method, this study explored students’ interactions in the jigsaw technique among 19 first-semester Master’s students in the English Education Master Program at Sanata Dharma University. The data were collected through questionnaires, interviews, and observations, which offered a comprehensive understanding of students’ interactions through the jigsaw technique. The findings revealed the potential of jigsaw as a collaborative technique to promote social awareness and relationship skills among higher-education students by exposing students to diverse perspectives and building relationship skills through active communication and collaboration. However, several challenges, such as cultural and emotional barriers and a sense of dominance, inferiority, and trust, emerged in the group interactions that need to be addressed. This study is expected to contribute valuable insights at the higher level of education in Indonesia by applying various learning techniques, one of which is the jigsaw technique, as an effort to implement SEL and improve SEL competencies. The findings provide practical implications for educators and policymakers trying to promote a balance of emotional and social growth alongside students’ academic learning, especially concerning collaborative skills needed in today’s world.

Enhancing Critical Thinking through Podcast-Based Project Learning in EFL Listening and Speaking Courses Kriswinahyu, Aprilia Dyah; Budiraharjo, Markus
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 1 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i1.71548

In the 21st century, individuals with critical thinking skills are highly valued. Therefore, it drives a shift in higher education instructional models aim at enhancing these skills. This study examined the impact of podcast-making as a Project-Based Learning (PjBL) activity on students' critical thinking skills in an English as a Foreign Language (EFL) context. Utilizing a sequential explanatory mixed-method approach, this study addressed: (1) To what extent did PjBL enhance students' critical thinking? (2) What characteristics of PjBL contributed to the enhancement of students’ critical thinking? The participants of this study included 57 second-semester students from the English Language Education Study Program enrolled in an Advanced Listening and Speaking course, with 5 students selected for qualitative interviews. The quantitative results of this study indicated a significant enhancement in students' critical thinking skills, with the mean score rising from 45.58 (before podcast-making) to 60.61 (after podcast-making). A paired-t-test revealed a significant difference (t(56) = -19.56, p <0.001). Then, the qualitive findings identified key PjBL characteristics such as complex problem-solving, evidence-based reasoning, and reflective practice as contributing factors to the enhancement of students’ critical thinking skills. This study provides empirical evidence supporting podcast-making as an effective tool for enhancing critical thinking in EFL higher education. The findings offer valuable insights for educators seeking innovative instructional models. Future research could explore deeper the role of technology in PjBL and its impact on developing specific skills like critical thinking.

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