Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal JOLLT Journal of Languages and Language Teaching Journal of Innovation and Research in Primary Education
Hanipah Khoeriyah
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Humanistic Paradigm in Deep Learning: A Philosophical Analysis of Teachers' Roles in Fostering Meaningful Understanding Retna Hani Dafiska; Hanipah Khoeriyah; Jenuri Jenuri
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3225

Abstract

Deep learning implementation in elementary schools requires philosophical grounding to foster meaningful understanding. This study analyzes deep learning through the humanistic paradigm lens, focusing on teachers' roles in cultivating students' meaningful understanding within the Independent Curriculum context. A descriptive qualitative design was employed involving three fourth-grade teachers from a public elementary school. Data were collected through semi-structured interviews, non-participatory classroom observations over six weeks, and document analysis. Data analysis followed Miles et al.'s interactive model with triangulation, member checking, and peer debriefing ensuring trustworthiness. Findings reveal that teachers function as facilitators creating psychologically supportive environments through contextual questioning, collaborative inquiry, and reflective practices. Students demonstrated multidimensional engagement (behavioral, emotional, and cognitive) constructing understanding through personalized language and peer interaction. Teacher-student relationships exhibited empathy, unconditional positive regard, and authenticity. An unexpected finding showed discrepancies between students' written assessment performance and oral conceptual demonstration, suggesting conventional assessments inadequately capture meaningful learning. Results validate humanistic learning theory, demonstrating that affective and relational dimensions are integral to conceptual understanding. The synergistic relationship between emotional safety and cognitive engagement challenges purely cognitive learning models. Findings necessitate reconceptualizing teacher professional development to address empathic presence and assessment systems to honor multiple demonstration modalities, addressing critical equity concerns for diverse learners.
Language Diversity and Inclusion: A Systematic Review of Linguistic Discrimination and Intervention Evidence in Primary Schools Hanipah Khoeriyah; Kris Nurnaningsih; Retna Hani Dafiska; Susi Sugiarti; Juntika Nurikhsan; Prihantini Prihantini
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 4 (2026): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i4.21101

Abstract

Research on language-based discrimination in primary education remains dispersed across countries, theoretical traditions, and intervention types, limiting cumulative understanding of how linguistic differences translate into exclusion and what responses are effective. This systematic review synthesizes empirical and theoretical evidence to map the forms of language-based discrimination in primary schools, the mechanisms and actors that sustain it, its consequences for children's identity and participation, and the interventions that have been evaluated in response. Following PRISMA 2020, searches combined Scopus, ERIC, and Google Scholar (via Publish or Perish), with publication periods differentiated by article type (empirical: 2021–2025; theoretical: 2013–2025). Screening proceeded through title, abstract, and full-text stages; methodological quality was appraised using CASP, MMAT, and JBI tools appropriate to each design. The final corpus comprised 33 studies (20 empirical, 13 theoretical/conceptual). Empirical findings, concentrated in qualitative designs from Western European contexts, show that accent- and dialect-based mockery, teacher-enforced monolingual norms, and pull-out support programs contribute to linguistic self-erasure and reduced participation. Theoretical literature situates these patterns within monolingual habitus, raciolinguistics, and translanguaging frameworks. Evidence on interventions, including translanguaging pedagogy and collaborative multilingual tasks, indicates promising but methodologically limited support for inclusive practice. Given the predominance of qualitative, Europe-concentrated evidence, conclusions regarding intervention effectiveness should be treated as indicative rather than generalizable.
Co-Authors Jenuri Kris Nurnaningsih Nurihsan, Achmad Juntika Prihantini Retna Hani Dafiska Retna Hani Dafiska Susi Sugiarti