Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Economic Development and Village Building DUTIES: Education and Humanities International Journal
Ega Nur Fadillah
Politeknik Siber Cerdika Internasional, Indonesia
Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A BIBLIOMETRIC REVIEW OF RESEARCH ON PARTICIPATIVE LEADERSHIP THEORY IN EDUCATION: SCIENCE MAPPING THE LITERATURE, 1926-2023 Wiwin Windiana; Ega Nur Fadillah; Muhammad Iqbal Nugraha
Journal of Economic Development and Village Building Vol. 2 No. 2 (2024): Journal of Economic Development and Village Building
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/jedvb.v2i2.19

Abstract

This study aims to undertake a comprehensive analysis addressing the extent, growth patterns, and geographical spread, of journals, authors, and articles that have demonstrated the most significant impact in terms of relevance. The methodology entails the use of visualization techniques and bibliometric analysis as quantitative tools and the adoption of an evaluative and descriptive approach to depict the research analysis. The data sourced from the reputable Scopus database have led to the identification of a total of 850 publications, encompassing various formats such as repositories, books, book chapters, journal articles, and proceedings. In the analysis of these publications, the study delves into the years 1926-2023, employing the R Studio and VOS Viewer software. The finding shows that North America and Europe are well-represented among the top contributors. The article's production over time highlights diverse trajectories among countries like Spain, the United Kingdom, the USA, Indonesia, and Canada. However, it's noteworthy that high productivity doesn't guarantee a similar level of citation impact. The relationship between productivity and relevance, is intricate, reflecting the dynamic nature of research impact in the academic domain. Furthermore, the analysis reveals a noticeable upward trend in the frequency of key categories such as leadership, human, article, education, and others over the specified period. Furthermore, the persistence of these trends from 2021 to 2023 signifies the enduring relevance and evolution of participative leadership research. The exploration of correlations with traditionally less associated dimensions reflects the field's adaptability and responsiveness to contemporary issues.
When Feedback Must Be Human: Pedagogical Resistance to AI in EFL Speaking Classrooms Ega Nur Fadillah; Uwaimir Ahad
DUTIES: Education and Humanities International Journal Vol. 2 No. 1 (2026): DUTIES: Education and Humanities International Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/duties.v2i1.314

Abstract

The rapid advancement of artificial intelligence (AI) has intensified debates about its role in language education, particularly in providing automated feedback. While existing research has largely focused on teachers’ acceptance and use of AI tools, limited attention has been given to teachers’ deliberate decisions not to use AI in specific pedagogical contexts. This qualitative study investigates EFL teachers’ pedagogical resistance to AI-mediated oral feedback in speaking classrooms. Drawing on in-depth semi-structured interviews and reflective accounts from EFL teachers, the study employs thematic analysis to explore how teachers explain their resistance and the pedagogical values underlying their decisions. The findings reveal that resistance is grounded in teachers’ concerns about interactional immediacy, learner affect, dialogic engagement, and ethical responsibility. Oral feedback is viewed as a relational practice that requires human sensitivity to timing, tone, and emotional cues, which teachers perceive as inadequately addressed by current AI technologies. Rather than signaling technological reluctance, pedagogical resistance emerges as an enactment of teacher agency and professional judgment. The study contributes to critical discussions on AI integration in education by reframing non-use as a principled pedagogical choice and highlighting the need for context-sensitive, human-centered approaches to AI use in EFL speaking instruction.
Co-Authors Muhammad Iqbal Nugraha Uwaimir Ahad Wiwin Windiana