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Dede Salim Nahdi
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educatio@unma.ac.id
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Gedung Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Majalengka Jl. KH. Abdul Halim No. 103 Majalengka 45418
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Jurnal Educatio FKIP UNMA
Published by Universitas Majalengka
ISSN : 24599522     EISSN : 25486756     DOI : http://dx.doi.org/10.31949/educatio
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Education curriculum, instruction, learning, policy, preparation of teachers, Learning Media, Development Subject of Education, and Management of Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 11 No. 4 (2025)" : 5 Documents clear
A Thematic Review of the Influences of Classroom Environment on Student’s Learning Outcomes in EFL Context Akib Jamil
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.13797

Abstract

The classroom environment has a significant impact on learning English as a foreign language (EFL), especially in higher education settings. This article aims to explore the ways in which classroom management style, teacher-student interaction dynamics, physical layout, emotional tone, and, finally yet importantly, institutional policies can all affect language-learning outcomes in EFL classrooms. By focusing on postsecondary education, the review closes a significant gap in the literature. Based on 51 peer-reviewed articles published between 2017 and 2025, a qualitative thematic review was conducted. Patterns essential to every study were found using the thematic analysis method developed by Braun and Clarke (2006). Only empirical research pertaining to EFL classroom settings that met strict acceptance standards was included in the review. Common themes were found in the physical environment, motivation, engagement, emotional safety, technology integration, and institutional support after a thematic coding framework was tested. The results show that frequent teacher-student interactions, flexible classroom layouts, high emotional support, and autonomy-supportive teaching techniques are associated with increased motivation, self-assurance, and active language use among EFL learners. On the other hand, stressful situations and strict, teacher-centred lessons result in lower accomplishments and disengagement. Language learning seems to be significantly influenced by the idea of emotional safety, or the ability to take chances without fear of repercussion. These findings suggest that classroom design and instructional techniques need to be reviewed by educators and educational institutions alike (Hasan et al., 2024a). Improving learning outcomes and encouraging long-term success for EFL learners requires creating pedagogically engaging classrooms, emotionally safe, and physically comfortable.
Instructional Adaptation and Institutional Constraints: Foreign Language Teachers' Responses to Linguistic Learning Difficulties Inner Guevara; David Montejo Ruiz
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.14320

Abstract

This descriptive mixed-methods case study examined methodological challenges faced by English and French teachers at Universidad Don Bosco when addressing students' linguistic learning difficulties. Twenty teachers participated between May and June 2025, completing a Likert-scale questionnaire and open-ended questions. Results revealed consistently high instructional adaptation: 95% modified teaching strategies, 90% employed multisensory approaches, and 90% provided individualized feedback. However, assessment practices showed greater variability, with only 65% reporting modifications to evaluation procedures. Thematic analysis identified four central dimensions: pedagogical differentiation, progressive scaffolding, collaborative learning tensions, and technological support. Despite these adaptations, findings revealed concrete barriers hindering sustainable inclusion: limited instructional time for differentiated strategies, heterogeneity in learning pace disrupting collaborative dynamics, and inconsistent institutional guidelines leaving teachers individually responsible for inclusive adjustments. These constraints reduce systematic application of inclusive methodologies. Discussion demonstrated alignment with Universal Design for Learning and Vygotskian scaffolding principles, while revealing assessment as a persistent bottleneck and collaborative learning as fraught with social-emotional challenges. The study concludes that fostering equitable language learning requires institutional measures including explicit adaptive assessment policies, protected pedagogical time for differentiated instruction, and sustained professional development. Findings underscore the necessity of coherent institutional frameworks supporting long-term inclusive practices in foreign language education beyond individual teacher initiative.
Integrating Psychological Configurations in Teacher Education: A Competency Framework for Pedagogy-Psychology Students Maryen Cabrera; Yaneisy Martínez; Camilo Díaz
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.14325

Abstract

Background: Contemporary educational contexts demand that Pedagogy-Psychology professionals possess integrated competencies beyond traditional skill-based training. Cuban undergraduate programs face challenges in aligning curriculum with complex socio-educational demands requiring holistic professional preparation. Objective: This study proposes and validates a competency-based framework for undergraduate Pedagogy-Psychology students in Cuba, addressing gaps in initial teacher education for psychology-pedagogy professionals. Methods: Employing a dialectical-materialist approach, this qualitative study utilized analysis-synthesis, inductive-deductive, and holistic-configurational methods to develop the competency framework. Expert consultation with 27 specialists from a scientific research project validated the framework's feasibility through structured evaluation criteria assessing theoretical conception, contextual correlation, and structural argumentation. Results: The framework comprises three specific professional competencies (psycho-pedagogical advisory, guidance, and didactic), four basic professional competencies (teamwork, conflict resolution, research, and digital), and one transversal competency (communicative). Expert validation demonstrated strong feasibility (85.19%) and contextual relevance (92.59%), confirming viability for transforming skill-based approaches. Conclusion: The validated framework advances competency-based education theory by specifying how professional competencies develop as complex psychological configurations integrating motivational, cognitive, and personal resources. It provides actionable guidance for Cuban curriculum redesign while offering international applicability for developing countries pursuing teacher education reform.
First-Year EFL Students' Attitudes Toward Higher Education Reform in Morocco: Confidence, Concerns, and the Theory of Planned Behavior Ilias Boumassaoudi; Fouad Zahouani
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.14695

Abstract

Higher education systems globally are undergoing transformative reforms to align with evolving labor market demands and competency-based frameworks. Morocco's recent pedagogical reform, implemented in 2023, emphasizes skills development, digital literacy, and employability, yet student perspectives on these changes remain underexplored. This cross-sectional quantitative study examined first-year English as a Foreign Language students' attitudes toward the reform at the University of Al Quaraouiyine. Using a Theory of Planned Behavior framework, a 24-item Likert-scale questionnaire assessed 217 students across four dimensions: anxiety, confidence, liking, and perceived usefulness. Data were analyzed using descriptive statistics in SPSS. Students demonstrated generally positive attitudes (M = 3.97, SD = 0.58), characterized by high confidence (M = 4.15) and low anxiety (M = 4.12). However, 73.3% expressed concern regarding the removal of the Final Year Project, fearing diminished educational quality and reduced research-career preparation. Additionally, 32.7% remained neutral about the reform's job-market value, reflecting uncertainty about tangible employability outcomes. The findings indicate early reform acceptance among first-year students, yet highlight critical concerns requiring institutional attention. The removal of capstone research experiences threatens research socialization and academic depth, while job-market uncertainty undermines perceived reform legitimacy. Institutions must balance employability objectives with research opportunities, strengthen employer partnerships, and provide transparent graduate outcome tracking to sustain student confidence and engagement throughout the reform implementation process.
Teacher Resilience Strategies Between Theory and Practice in Tanzanian Secondary Schools Joseph Mpemba; Anthony Sichone; Abdulkarim Kiswanya
Jurnal Educatio FKIP UNMA Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v11i4.14699

Abstract

Teacher resilience is critical for educational quality, particularly in resource-constrained environments where educators face substantial systemic challenges. This study examined teachers' perceptions of effective resilience strategies in challenging educational contexts within secondary schools in Morogoro Municipality, Tanzania. Employing a pragmatic mixed-methods convergent parallel design, data were collected from 236 participants comprising 234 teachers (selected through simple random sampling) and 2 key informants (purposively sampled). Quantitative data were gathered using validated Likert-scale questionnaires, while qualitative insights emerged from semi-structured interviews. Data analysis involved descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data, with subsequent integration of findings. The findings revealed significant skepticism toward organizational resilience strategies, with 67.9% of responses rating them as inadequate, contrasting with 55.5% rating practical pedagogical strategies as adequate. Teachers expressed particular doubt about creating positive school culture (39.8% disagreement) and fostering collegial relationships (30.3% disagreement), while valuing concrete approaches such as positive verbal reinforcement (60.2% agreement) and interactive learning (59.8% agreement). Qualitative data emphasized the importance of professional learning communities, mentorship networks, and self-care practices. The disconnect between theoretical frameworks and practical implementation suggests that resilience interventions must be contextually adapted, resource-conscious, and embedded within daily teaching practices. The study highlights critical policy gaps requiring comprehensive teacher support systems integrating professional development, mentorship, and wellness initiatives tailored to local contexts.

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