Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Indonesian Journal of Educational Development (IJED) The Journal of English Literacy Education
Salsabila Nurhaliza
Universitas Sriwijaya
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
EXPLORING EFL STUDENTS’ PERSPECTIVES ON CPBL FOR 21ST CENTURY SKILLS DEVELOPMENT Salsabila Nurhaliza; Deby Dwi Juliani; Khamelia Agustini; Wardah Sri Erza
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 2 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i2.94

Abstract

Cooperative project-based learning (CPBL) connects theoretical knowledge to practical application. Engaging in CPBL not only enhances students’ comprehension but also fosters 21st-century skills, which are crucial for navigating challenges in today’s dynamic world. CPBL empowers students to actively participate and feel personally invested in their education by immersing them in authentic learning experiences. This research aims to explore the perspectives of students engaged in CPBL initiatives to illuminate their perspectives on its efficacy in developing essential skills for the modern era. This research, involving 273 students from Sriwijaya University’s English Education Study Program, uses a survey method to explore students’ perceptions and challenges regarding CPBL in fostering 21st century skills. In-depth interviews provided qualitative insights into the impact of CPBL on language development and overall educational experience. The quantitative data were analyzed using SPSS to tabulate respondents’ answers, calculate percentages, and identify patterns, whereas the qualitative data were subjected to thematic analysis. The findings reveal a gap between students’ perceived importance of 21st-century skills and their actual proficiency in applying these skills, the need for enhanced training. Additionally, the interviews highlighted obstacles in collaborative learning, including communication issues and differing perspectives. The findings revealed that although students acknowledged the significance of acquiring 21st-century skills, their comprehension of the skills was somewhat deficient.
Teachers' experiences and adaptations in navigating generational pedagogical shifts with digital native junior high students Rulitawati; Salsabila Nurhaliza; Habibur Rachman
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6022

Abstract

The mismatch between traditional pedagogical approaches and digital-native learners' expectations poses substantial educational issues that need immediate attention. This research examined teachers' experiences with navigating generational pedagogical transitions while instructing digital-native students at junior high schools in Palembang. Participants, selected through purposive sampling, each had over 20 years of teaching experience and completed their education before the widespread integration of digital technology. Data collection utilized semi-structured interviews, non-participant classroom observations, and document analysis, analyzed through Colaizzi's phenomenological approach with triangulation for credibility. Findings revealed teachers' experiences evolved through five emotional stages from initial shock to eventual integration. Major challenges included technological competency gaps, infrastructure limitations, classroom management complexities, tensions between traditional and modern pedagogical values, and assessment difficulties. Teachers employed comprehensive adaptation strategies: segmented instruction with multimedia integration, strategic use of technology aligned with learning objectives, explicit digital citizenship instruction, continuous self-directed professional development, and cultivation of supportive learning environments. Results demonstrate that effectively managing generational pedagogical transitions requires comprehensive transformation beyond technical skills, necessitating systematic institutional support through infrastructure investment, continuous professional development, collaborative learning communities, adaptable curricula, and assessment reform to sustain teacher innovation in addressing digital-native learners. Key recommendations include establishing professional development programs, investing in digital infrastructure, creating teacher learning communities, developing flexible curricula, and implementing comprehensive support systems for teacher adaptation in the digital age.
Co-Authors Deby Dwi Juliani HABIBUR RACHMAN Khamelia Agustini Rulitawati Wardah Sri Erza