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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Yusuf Tri Herlambang
Universitas Pendidikan Indonesia Kampus Cibiru
Education Languange, Linguistic, Communication & Media Mathematics Other

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Contrastive Analysis of French and Indonesian: A Review of Phonology, Morphology, and Syntax Iim Siti Karimah; Yuliarti Murtiasih; Farida Amalia; Yoga Prima Putra; Yusuf Tri Herlambang; Iim Siti Karimah; Yuliarti Murtiasih; Farida Amalia; Yoga Prima Putra; Yusuf Tri Herlambang
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.5

Abstract

This study aims to analyze the similarities and differences between French language and Indonesian language through a contrastive analysis approach focusing on phonology, morphology, and syntax. At the phonological level, the main differences lie in the vowel and consonant systems, nasalization, stress patterns, and the pronunciation of final sounds. In terms of morphology, French exhibits a complex inflectional system, including verb conjugation and grammatical marking of gender and number, whereas Indonesian tends to be agglutinative, employing affixation without significant morphological changes based on gender or number. Syntactically, both languages generally follow a Subject–Predicate–Object (SPO) structure; however, they differ in noun phrase structure, article usage, agreement, and adjective placement. The findings indicate that these structural differences may cause linguistic interference in foreign language learning, particularly for Indonesian learners of French. This research is expected to contribute to the field of contrastive linguistics and foreign language teaching.
Contextual Influences on TPACK Mastery and Implementation: A Comparative Study of Teachers in the Philippines and Indonesia Rania Khairunnisak; Yusuf Tri Herlambang; Tita Mulyati
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8727

Abstract

This study examines differences in Technological Pedagogical Content Knowledge (TPACK) mastery and implementation among teachers in Indonesia and the Philippines, emphasizing the role of contextual and systemic factors. A mixed-methods design was employed to provide a comprehensive analysis of both competencies and practices.A purposive sample of 15 participants, including teachers and school principals involved in technology integration in basic education, was selected. Quantitative data were collected using a validated Likert-scale questionnaire measuring TPACK competencies. Qualitative data were obtained through semi-structured interviews, classroom observations, and document analysis to explore contextual influences on implementation.The results indicate that Filipino teachers demonstrate higher levels of TPACK mastery and more frequent technology integration compared to Indonesian teachers. This difference is associated with sustained professional development, stronger policy support, and more reliable technological infrastructure. Additionally, Filipino educators generally reported longer teaching experience and greater confidence in integrating digital tools. Thematic analysis further revealed that cultural norms, leadership practices, policy enforcement, and resource availability significantly shape TPACK implementation in both contexts.These findings highlight that effective technology integration is not solely determined by individual teacher competence but is strongly influenced by systemic and environmental conditions. The study contributes to the literature by illustrating how contextual factors interact with teacher knowledge to shape instructional practices. It recommends the development of context-sensitive policies and sustained professional development models to enhance TPACK mastery, particularly in resource-constrained settings across Southeast Asia.
Co-Authors Farida Amalia, Farida Iim Siti Karimah, Iim Siti Rania Khairunnisak Tita Mulyati, Tita Yoga Prima Putra Yoga Prima Putra Yuliarti Murtiasih Yuliarti Murtiasih Yusuf Tri Herlambang, Yusuf Tri