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Melinah Diana Putri
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DEVELOPING STUDENTS’ WRITING SKILLS THROUGH INSTAGRAM CAPTION ACTIVITIES: A SYSTEMATIC LITERATURE REVIEW Melinah Diana Putri; Nabila Nabila; Naf’an Tarihoran
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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This paper aims to assess the effectiveness of Instagram caption activities in enhancing students’ writing skills within English as a Foreign Language (EFL) contexts from 2020 to 2025. As digital learning continues to evolve, Instagram has emerged as a widely used instructional tool that promotes authentic, multimodal, and engaging writing practices. A total of nine empirical studies published between 2020 and 2025 were systematically reviewed through databases including Google Scholar, ERIC, Mendeley, and peer-reviewed journals. The selection followed PRISMA procedures, encompassing identification, screening, eligibility assessment, and final inclusion. The findings indicate that Instagram caption activities positively impact multiple aspects of writing, including idea generation, vocabulary development, grammatical accuracy, coherence, creativity, and learner motivation. Visual prompts facilitate content creation, while the concise caption format encourages purposeful and organized writing. Furthermore, peer interaction and feedback, coupled with exposure to a real audience, enhance students’ confidence and engagement in writing tasks. However, the effectiveness of this instructional approach relies on careful pedagogical design, teacher guidance, and the integration of process-writing stages. Overall, Instagram caption activities offer an innovative, relevant, and practical strategy for developing EFL students’ writing skills, supporting both linguistic competence and 21st-century digital literacy in contemporary language classrooms.
POST-PANDEMIC CURRICULUM ADAPTATION IN THE DIGITAL LEARNING ERA Nabila Nabila; Melinah Diana Putri
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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The COVID-19 pandemic significantly transformed educational practices and accelerated the adoption of digital learning across all levels of schooling. As institutions transition into the post-pandemic era, curriculum adaptation is essential to ensure that learning remains relevant, flexible, and aligned with technological advancements. This study aims to develop a conceptual model for curriculum adaptation in the digital learning era using the ADDIE instructional design framework, which consists of the Analyze, Design, Develop, Implement, and Evaluate phases. The research employed a Research and Development (R&D) approach supported by literature analysis and expert review to refine the proposed adaptation model. The findings indicate that curriculum redesign in the post-pandemic context requires the integration of digital literacy, learner-centered strategies, technology-enhanced assessments, and flexible blended learning. The ADDIE-based model developed in this study provides a systematic structure to guide educators and curriculum developers in modifying curriculum components to better support digital learning environments. This research strengthens curriculum innovation efforts and offers practical recommendations for improving instructional planning in the post-pandemic digital era
Co-Authors Nabila Nabila Naf’an Tarihoran