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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan
Inggrit Tanasale
Pattimura University, Ambon, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Maximizing Learning Outcomes through Printed and Digital Learning Materials among Junior High School Students Delona Ria Polhaupessy; Rosina FJ Lekawael; Inggrit Tanasale
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8101

Abstract

This study aims to analyze junior high school students' perceptions of the pedagogical superiority of printed and digital learning materials within a blended learning framework. The study used a quantitative descriptive survey design involving 30 students as respondents. Data were collected through a structured questionnaire that measured usage patterns, learning needs, and each medium's contribution to the learning process. The results showed that both types of media were perceived positively, but had different and complementary pedagogical functions. Print media was preferred to support concentration and intensive reading (Mean = 4.12), indicating its role in maintaining cognitive stability, strengthening conceptual understanding, and supporting in-depth reading. In contrast, digital media received a higher average score (Mean = 4.25) for motivation and learning engagement, attributable to interactivity, multimodality, and immediate feedback features. However, the effectiveness of digital media was moderated by structural factors, with 30% of respondents reporting connectivity constraints and device limitations as significant barriers. Another important finding was that 90% of students recommended the hybrid approach, indicating metacognitive awareness of diverse learning needs. Thus, this study concludes that modernizing junior high school learning is not effective when achieved through full digitization, but rather through adaptive instructional design that integrates the tactile consistency and conceptual depth of print media with the flexibility and interactivity of digital media, in a contextually and equitably integrated manner.
Becoming a Different Teacher: Exploring English Teachers’ Professional Identity Transformation after an In-Service Certification Program Desy Ireny Leimena; Karol Anaktototy; Inggrit Tanasale
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8199

Abstract

This study explores how English teachers experience a transformation in professional identity after completing an in-service certification program. Grounded in transformative learning theory, particularly Mezirow’s concept of perspective transformation, this research adopts a phenomenological approach to examine teachers’ lived experiences. Data were collected through in-depth interviews with three English teachers who had completed the certification program. The findings reveal that teachers underwent significant shifts in their professional identity, beginning with the recognition of limitations in their prior teaching practices. These experiences prompted critical reflection, leading to the adoption of more student-centred and reflective pedagogical approaches. The study also shows that teachers reconstructed their professional identity, viewing themselves as more competent, confident, and responsible educators. However, this transformation was accompanied by challenges, including limited resources and la ack of institutional support, which created tensions in implementing new practices. This study contributes to the literature by highlighting the role of transformative learning in shaping teacher identity and underscores the need for contextualised support in professional development programs.
Co-Authors Delona Ria Polhaupessy Desy Ireny Leimena Karol Anaktototy Rosina FJ Lekawael