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All Journal Journal of English Education and Teacher Trainer Journal of Early Childhood Islamic Education Wanastra: Jurnal Bahasa dan Sastra
Fajari, Alka
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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REPRESENTATION OF CHARACTER EDUCATION IN ENGLISH TEXTBOOKS HIGH SCHOOL LEVEL: CRITICAL DISCOURSE ANALYSIS Fajari, Alka; Ulfya, Siti
Journal of English Education and Teacher Trainer Vol. 1 No. 1 (2024): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v1i1.1285

Abstract

This research investigates the representation of character education values in online English textbooks used in secondary schools. Online textbooks that are aligned with the latest curriculum function as a fundamental source in instilling values, especially character education using critical discourse analysis. Research findings show that discipline, friendship/communicativeness, and fostering a love of reading emerge as the most prominent values. This research seeks to complement existing literature by offering insight into the representation of character education content in English textbooks used in elementary schools throughout Indonesia.
Enhancing Children's Cognitive Skills through Play-Based Early Childhood Education at RA Nurul Iman Leuwimunding, Majalengka Fajari, Alka
Al-Banat: Journal of Early Childhood Islamic Education Vol. 2 No. 2 (2025): Journal of Early Childhood Islamic Education
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/nmhx2y70

Abstract

Backround: Despite growing evidence supporting play-based learning for cognitive development, many early childhood education (ECE) institutions in Indonesia, particularly in semi-urban settings, still emphasize teacher-centered academic approaches. This creates tension between developmental appropriateness and academic pressure from parents and market expectations.Objective: This study aimed to explore the implementation of play-based learning and its effectiveness in enhancing cognitive skills of children aged 4–6 years at RA Nurul Iman Leuwimunding, Majalengka, and identify contextual barriers and enabling factors.Method: A qualitative case study approach was employed, involving 160 classroom observation sessions, 43 in-depth interviews with stakeholders (teachers, parents, head of institution, and children), two focus group discussions, and document analysis over six months. Data were analyzed using constant comparison and thematic analysis informed by grounded theory.Findings and Implications: Six major themes emerged: (1) significant tension between academic pressure and developmental appropriateness, with academic drills occupying 42% of learning time versus 8% for structured play; (2) substantial gap between teachers' conceptual understanding of play's value and technical competence to facilitate cognitive-focused play (100% recognize importance but only 17% can explain cognitive mechanisms); (3) successful adaptation of play-based approaches in resource-constrained settings; (4) critical role of teacher professional development; (5) low parental engagement in supportive play at home despite significant potential; and (6) absence of systematic monitoring of cognitive development through play. Targeted professional development, strategic parental engagement programs, curriculum integration frameworks, and systematic monitoring systems are essential to optimize play-based learning implementation.Conclusion: While play-based learning offers substantial potential for enhancing early cognitive development, its effectiveness depends critically on addressing knowledge gaps, institutional support, and stakeholder alignment in semi-urban ECE contexts.
Artificial Intelligence in English Teaching at an Islamic University Language Center Fajari, Alka; Truna, Dody; Kusnawan, Aep; Fatimah, Siti
Wanastra: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2026): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v18i1.12206

Abstract

This study aims to describe the use of Artificial Intelligence (AI) in English language teaching at the Language Center of UIN Sunan Gunung Djati Bandung. The development of AI has brought changes in language learning practices, particularly in the preparation of materials, providing feedback, and developing students' writing skills. However, its implementation also raises challenges related to academic integrity and the potential for student dependence on technology. This study uses a qualitative descriptive approach involving three Language Center instructors as participants. Data were obtained through interviews, observations, and data analysis. The results show that AI helps the language learning process at the Language Center of UIN Sunan Gunung Djati Bandung and that AI does not overhaul teaching pedagogy, but rather strengthens existing pedagogical orientations. Although it provides the benefits of efficiency and flexibility, the use of AI still requires ethical guidelines and pedagogical oversight. This study concludes that AI has the potential to improve the quality of English language teaching if it is integrated responsibly in the context of higher education
Co-Authors Aep Kusnawan, Aep Siti Fatimah Truna, Dody Ulfya, Siti