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All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora Jurnal Pendidikan dan Sastra Inggris
Kalayo Hasibuan
Universitas Islam Negeri Sultan Syarif Kasim Riau
Arts Humanities Education Social Sciences

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Institutional Philosophy on The Relationship of Language,Communication, and Islamic Literacy (The Spiral Andromeda Philosophy) Kalayo Hasibuan; Adelia Purnawandira; Afri Yulianti; Aisyah Amini Zahara
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i2.5181

Abstract

This paper explores the integration of English as a Foreign Language (EFL) instruction with Islamic perspectives through the Spiral Andromeda Philosophy developed by UIN Sultan Syarif Kasim Riau. Rooted in the principle of tauhid (oneness of Allah), this philosophical framework emphasizes the interconnectedness of natural sciences, social sciences, and Islamic studies. The study adopts a conceptual analysis method to examine how Islamic values, including ta'lim, tarbiyah, and ta'dib, can be embedded within EFL curriculum and pedagogy at various levels supra, macro, meso, and micro. By aligning language instruction with Quranic principles and Islamic ethics, particularly as reflected in QS. Fushshilat: 53, the approach aims to develop students who are linguistically proficient, spiritually aware, and ethically grounded. The findings highlight the potential of the Spiral Andromeda Philosophy to transform EFL classrooms into spaces for holistic education that nurture critical thinking, moral character, and intercultural communication based on Islamic values.
Integrating Islamic Culture in English as A Foreign Language (Efl) Teaching: Importance and Implications Kalayo Hasibuan; Fatma Insania Sakinah; Gusdiva Arieyanti; Kartika Meilisa
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i2.5196

Abstract

This article explores the integration of Islamic culture into English as a Foreign Language (EFL) teaching, emphasizing its importance and implications for Muslim students. It discusses the concepts of Islamic culture, the role of culture in language learning, and practical strategies for incorporating Islamic values into EFL curricula. The findings suggest that integrating Islamic culture not only enhances language acquisition but also strengthens students' identities and moral character.
Functional Syllabus with Eco-Theological Focus: Language Use for Environmental Advocacy within Islamic Contexts Kalayo Hasibuan; Hidayah Azzulfah; Melda Fitriyani; Najwa Aura Rullianda
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.302

Abstract

This paper proposes a functional syllabus with an eco-theological focus to integrate language learning with environmental advocacy in Islamic contexts. Grounded in Islamic principles such as khalīfah (stewardship) and amānah (trust), the study aims to show how communicative language functions like expressing concern, persuading, and proposing solutions can foster both linguistic competence and ecological awareness. The paper outlines theoretical foundations and practical applications of embedding Islamic environmental ethics into language teaching, suggesting that this approach promotes meaningful, value-based communication and strengthens learners’ moral responsibility toward the environment
Curriculum Design for TEFL/EFL in Indonesia: Navigating the Merdeka Curriculum Reform and National Education Standards: A Literature-Based Study Fadhila Alya Fithri; Nurhalimah Nurhalimah; Febprianty Rusli; Kalayo Hasibuan
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.239

Abstract

Lately, education in Indonesia has been getting a big shake-up from the Merdeka Curriculum reform, which really pushes for more flexibility, teaching that focuses on students, and assessments based on what they can actually do. This change hits hard for TEFL/EFL curriculum planning, needing to match up with national standards while dealing with what's really happening in classrooms. But from what the research shows, there's this ongoing struggle: lots of teachers and schools get the idea of the reform, yet putting it into action often falls short. For instance, studies point out that even though most schools say they understand the Merdeka Curriculum clearly, things like not enough teacher training and limited resources get in the way of real progress (Sephiawardani & Bektiningsih, 2023; Andika & Yulia, 2025). Other work highlights how English teachers, despite being eager, have trouble tweaking assessments, planning lessons that suit different kids, and creating materials that fit the local scene (Karimatunisa & Sartika, 2024; Andika & Yulia, 2025). This review of the literature aims to chart out how recent studies (2021–2025) describe TEFL/EFL curriculum design amid these changes, spot the big gaps, and suggest ways forward for better curriculum development. From what we've pulled together, things like teacher training, ongoing help, and better ways to turn policies into classroom reality are key to closing the gap between the reform's goals and what's actually happening in schools.
Adapting Global ELT Syllabuses for Local Needs in Indonesian Secondary Schools Kalayo Hasibuan; Allya Ramadhani; Chelsea Nuralya; Ashabu Thifla Al Fuadi
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.252

Abstract

The use of global English language teaching (ELT) syllabuses in Indonesian secondary schools often creates problems because the content and examples do not always match students’ cultural contexts and learning needs. This qualitative, descriptive literature review examines how globally designed ELT syllabuses are adapted for Indonesian classrooms. Drawing on fifteen Scopus-indexed studies published between 2020 and 2025, including works by Zein et al. (2020), Hanifa et al. (2024), Nurteteng et al. (2024), Fudiyartanto (2024), and Al Fikri (2025), the review identifies common adaptation strategies, challenges, and resulting teaching practices. Findings show that teachers frequently modify global syllabuses by adjusting cultural content and simplifying language to fit local realities (Hanifa et al., 2023; Andriani, 2024). However, obstacles remain, such as limited school support, insufficient teaching materials, and mismatches between curriculum demands and school policies (Nurteteng et al., 2024; Pajarwati, 2021). Although previous studies provide useful insights, most fail to offer concrete models for adapting global ELT materials to Indonesia’s Merdeka Curriculum, highlighting the need for further research.
From Policy to Practice: How Teachers Interpret Curriculum Levels in Indonesian TEFL Contexts Bianca Aalya Frhasty; Meisarah Winertah; Bayu Santoso; Kalayo Hasibuan
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.258

Abstract

This paper synthesizes findings from prior studies that investigate English teachers’ perceptions and practices in implementing English curriculum policies for Teaching English as a Foreign Language (TEFL) in Indonesian classrooms. A total of 25 national and international research articles published between 2013 and 2025 were reviewed to describe how teachers understand curriculum policy, respond to curriculum change, and engage in continuous professional development. The review also explores challenges teachers face and strategies they employ when translating curriculum documents into classroom practices. The analysis identifies four recurring themes: (1) varied perceptions of curriculum policy documents, (2) gaps between conceptual understanding and classroom implementation, (3) the influence of teacher competence on curriculum enactment, and (4) forms of resistance and constraints that limit teachers’ awareness and adoption of curriculum guidelines. Overall, the findings highlight the critical role of teacher knowledge, competence, and institutional support in shaping curriculum implementation across classroom contexts, and suggest the need for more sustained professional development aligned with actual teaching realities.
Co-Authors Adelia Purnawandira Afri Yulianti Aisyah Amini Zahara Allya Ramadhani Ashabu Thifla Al Fuadi Bayu Santoso Bianca Aalya Frhasty Chelsea Nuralya Fadhila Alya Fithri Fatma Insania Sakinah Febprianty Rusli Gusdiva Arieyanti Hidayah Azzulfah Kartika Meilisa Meisarah Winertah Melda Fitriyani Najwa Aura Rullianda Nurhalimah Nurhalimah