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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Voices of English Language Education Society
Yulia Rizki Ramadhani
Universitas Graha Nusantara, Indonesia
Education Languange, Linguistic, Communication & Media

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PENGEMBANGAN E-MODUL ETNOPEDAGOGI BERBASIS NILAI DALIHAN NA TOLU UNTUK MENINGKATKAN LITERASI KRITIS DAN TANGGUNG JAWAB MAHASISWA Martua Siregar; Fitri Romaito Lubis; Yulia Rizki Ramadhani
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 2 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i2.1988

Abstract

Objective: This study aims to develop and examine the effectiveness of an ethnopedagogical e-module based on Dalihan Na Tolu values in enhancing students’ critical literacy and responsibility in higher education. The integration of local wisdom into digital learning is expected to improve learning relevance and strengthen character development. Methods: This study employed a Research and Development (R&D) approach using the ADDIE model, including analysis, design, development, implementation, and evaluation stages. The subjects were ten students of the Public Administration Study Program at Universitas Graha Nusantara selected through purposive sampling. Data were collected through observation, interviews, documentation, and pre-test and post-test. Results: Expert validation indicated that the e-module was valid with an average feasibility score of 85%. The results showed an increase in students’ critical literacy from 54.3 (pre-test) to 73.0 (post-test), while responsibility improved from 2.7 to 4.2. The paired sample t-test revealed that the improvement was statistically significant (p < 0.05). Novelty: This study contributes an innovative ethnopedagogical e-module integrating Dalihan Na Tolu values with digital learning to foster critical literacy and student responsibility.
PENGEMBANGAN E-MODUL ETNOPEDAGOGI BERBASIS NILAI DALIHAN NA TOLU UNTUK MENINGKATKAN LITERASI KRITIS DAN TANGGUNG JAWAB MAHASISWA Martua Siregar; Fitri Romaito Lubis; Yulia Rizki Ramadhani
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i2.1988

Abstract

Objective: This study aims to develop and examine the effectiveness of an ethnopedagogical e-module based on Dalihan Na Tolu values in enhancing students’ critical literacy and responsibility in higher education. The integration of local wisdom into digital learning is expected to improve learning relevance and strengthen character development. Methods: This study employed a Research and Development (R&D) approach using the ADDIE model, including analysis, design, development, implementation, and evaluation stages. The subjects were ten students of the Public Administration Study Program at Universitas Graha Nusantara selected through purposive sampling. Data were collected through observation, interviews, documentation, and pre-test and post-test. Results: Expert validation indicated that the e-module was valid with an average feasibility score of 85%. The results showed an increase in students’ critical literacy from 54.3 (pre-test) to 73.0 (post-test), while responsibility improved from 2.7 to 4.2. The paired sample t-test revealed that the improvement was statistically significant (p < 0.05). Novelty: This study contributes an innovative ethnopedagogical e-module integrating Dalihan Na Tolu values with digital learning to foster critical literacy and student responsibility.
From AI Assistance to Evidence-Based Inquiry: Developing an AI-Supported Problem-Based Learning Model for EFL Academic Reading Yuswin Harputra; Elissa Evawani Tambunan; Yulia Rizki Ramadhani
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.34176

Abstract

Artificial intelligence (AI) can support academic reading, yet its instructional value depends on whether students use it to interrogate texts or merely obtain ready-made answers. This study developed and preliminarily evaluated an AI-supported Problem-Based Learning (PBL) model designed to promote evidence-based inquiry in EFL academic reading. Following the ADDIE framework, the study produced a six-session instructional module and a structured prompting protocol that guided students to formulate questions, examine textual evidence, evaluate arguments, and reflect on their interpretations. The model was implemented with 22 undergraduate EFL students enrolled in an Academic Reading course at a public university in Indonesia. Data were collected through expert validation, pre- and post-intervention academic reading assessments, a student perception questionnaire, classroom observations, AI-interaction logs, and reflective justification sheets. Quantitative data were analysed using descriptive statistics and a paired-samples t-test, while qualitative data were examined thematically. Students’ mean academic reading score increased from 61.45 to 81.32, with a statistically significant difference between the pretest and posttest scores, t(21) = 9.42, p < .001. The most substantial improvements occurred in coherence evaluation and inferential reasoning. Questionnaire, observational, and interaction-log data also indicated positive student perceptions and progressively greater engagement in inferential questioning, textual justification, argument evaluation, and reflective revision. These findings suggest that structured AI-supported PBL may help shift students’ use of AI from answer seeking toward evidence-based academic inquiry. Nevertheless, the small single-institution sample, absence of a comparison group, and lack of direct cognitive-load measurement require the findings to be interpreted as preliminary.
Co-Authors Elissa Evawani Tambunan Fitri Romaito Lubis Martua Siregar Yuswin Harputra