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All Journal Jurnal Wahana Pendidikan International Journal of Instructions and Language Studies
Suni, Fauziyyah Mufida
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Education Languange, Linguistic, Communication & Media Other

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SECONDARY SCHOOL TEACHERS’ PERSPECTIVES ON AUTHORSHIP ANALYSIS IN THE CONTEXT OF AI-PLAGIARISM ON STUDENTS’ WORKS IN ENGLISH LESSONS Suni, Fauziyyah Mufida; Maulidya, Rizka; Putri, Annisa Wahyu Dwi
International Journal of Instructions and Language Studies Vol. 3 No. 2 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i2.5695

Abstract

The rapid integration of Artificial Intelligence (AI) into educational environments has created new challenges for maintaining academic integrity, particularly concerning AI-assisted student work. As traditional plagiarism-detection tools prove insufficient against sophisticated AI-generated content, there is a growing need to explore teacher-driven detection strategies. This descriptive qualitative study addresses this gap by investigating teachers’ views on using authorship analysis as a method to identify AI-generated content in student assignments. The research utilised semi-structured interviews with ten secondary school teachers specialising in the English language. Data were analysed using thematic analysis. The findings revealed three primary themes: (1) The ELT Vulnerability to AI, highlighting an increasing concern about AI-assisted plagiarism in English language teaching; (2) The Resource Gap, where teachers express a lack of sufficient training and institutional resources to address the challenge effectively; and (3) The suggestion to combine AI detection tools, manual authorship analysis, and conversations with students as a strategy. The study highlights how institutional policies and the specific local educational context influence teachers' attitudes toward AI and academic integrity. There is a need to establish clear AI policies and promote AI literacy to students.
Classroom Evaluation of Deep Learning: Effects on Reading Comprehension among Seventh Graders in Indonesia Herda, Rozanah Katrina; Margana, Margana; Winantaka, Binar; Andika, Jeffri Dian; Syafruddin, Syafruddin; Suni, Fauziyyah Mufida; Subekti, Mutiara Angelina Octavia; Mat Shawal, Bazilah Raihan
Wahana Pendidikan Vol 13, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.22149

Abstract

In Indonesian instructional design, the principles of mindful, meaningful, and joyful learning have guided efforts to create engaging learning experiences in a deep learning nuance. Building on this foundation, deep learning has been increasingly recognized for its potential to strengthen students’ comprehension skills. This study assesses the effectiveness of a deep learning approach in enhancing reading comprehension among seventh-grade students in Indonesia and examines students’ perspectives on learning. Employing a quasi-experimental one-group pretest–posttest design, the study was conducted at a state junior high school with 32 students and included quantitative data from pretests and posttests, followed by qualitative data from semi-structured interviews with students and teachers. The quantitative results showed a significant improvement in reading comprehension, indicating that the deep learning approach effectively enhanced students’ reading performance. Qualitative findings supported this outcome, revealing increased student confidence and participation. These findings suggest that structured deep learning activities, combined with a supportive environment, foster greater student engagement and reading comprehension.
Co-Authors Andika, Jeffri Dian Binar Winantaka, Binar Margana Margana Mat Shawal, Bazilah Raihan Maulidya, Rizka Putri, Annisa Wahyu Dwi Rozanah Katrina Herda, Rozanah Katrina Subekti, Mutiara Angelina Octavia Syafruddin Syafruddin