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UTAMAX : Journal of Ultimate Research and Trends in Education
Published by Universitas Lancang Kuning
ISSN : 26850540     EISSN : 26854252     DOI : https://doi.org/10.31849
Core Subject : Education,
Education
Utamax: This is International journal publishing about education matters that covers a broad spectrum in education, aiming to build bridges between research and policy and to address issues of concern to the different levels and types of education, transversal topics and ‘big issues’ for policy agendas. This includes an active and on-going discussion of national and international education policy. The Journal welcomes cross-disciplinary approaches within the education sector and with other sectors. ULTIMAX is a triannual publication journal, published every March, July and November every year. It is a multidisciplinary journal, committed to no single approach, discipline, methodology or paradigm. It is concerned with teaching and teacher education in general and devoted to all concerned with Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 140 Documents
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Empowering Junior High Learners: Improving English Proficiency through a Multidimensional Eclectic Strategy Sophya, Ida Vera; Farida, Farida
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/q5nnsj80

Abstract

Improving English proficiency among junior high school students in Indonesia remains a pressing concern, especially when conventional methods seems fail to accommodate diverse learning needs. This study investigates the effectiveness of an eclectic teaching approach that combines cognitive, behavioristic, humanistic, and social strategies to enhance students’ English skills in reading, writing, listening, and speaking. The research responds to the lack of instructional methods that engage learners holistically and adaptively. A quasi-experimental design was employed involving 75 students at SMP N 2 Jati Kudus. Students were divided into an experimental group and a control group based on their pre-test scores. The experimental group, consisting of 28 students with scores below 60, received an eclectic intervention over eight weeks, while the control group of 47 students continued with conventional instruction. Data collection included pre-tests and post-tests, as well as questionnaires, interviews, and observations. Quantitative results showed a significant improvement in the experimental group, with the average post-test score rising to 74.48 from a pre-test mean of 61.06. The t-test yielded a value of 7.309 with p = 0.001, indicating a statistically significant difference. The experimental group showed a 38.31 percent increase in performance, with no decline among participants, compared to a 10.94 percent increase in the control group. The findings offer compelling evidence for integrating eclectic strategies in English language instruction and contribute to a growing body of research advocating for differentiated, holistic approaches in education.
Faith-Driven Innovation in Practice: Investigating MBKM within Islamic Higher Education in Indonesia Jufriadi, Jufriadi; Wahibah, Wahibah
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v7i1.24627

Abstract

In an era marked by rapid educational transformation, the Merdeka Belajar-Kampus Merdeka (MBKM) initiative emerges as a critical reform in Indonesian higher education, designed to bridge academic learning with real-world competencies. However, limited research has explored how this policy aligns with the foundational philosophies and pedagogical values of Islamic Higher Education Institutions (IHEIs), which prioritize ethical, spiritual, and intellectual development rooted in maqasid al-shariah. This study examines the implementation of the MBKM program in Islamic Higher Education Institutions (IHEIs) in Indonesia. Using a qualitative case study approach, data were collected through semi-structured interviews and institutional document analysis to explore alignment with Islamic educational philosophy. Thematic coding revealed three major findings: first, MBKM activities such as internships and community service resonate with Islamic principles of service (khidmah) and societal benefit (maslahah); second, institutional resistance and lack of resources hinder integration; and third, MBKM fosters opportunities for curriculum innovation that preserve Islamic identity while enhancing employability. The study contributes to the discourse on educational reform by offering a culturally responsive model of policy adaptation in religious institutions. It also provides actionable recommendations for aligning national policy with faith-based education. These findings have broader implications for advancing inclusive and value-driven higher education that respects religious traditions while embracing modernity.
Transforming Writing Education: An Investigation of Students' Experiences with Project-Based Learning in Teaching Writing: English Ratu, Donal Matheos; Nurhayati , Nurhayati; Ratni, Ni Putu; Nurmaisyah, Nurmaisyah; Rantung, Ruly; Kojongian, Prilimercy Lingkan; Tatipang, Devilito Prasetyo
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v7i1.25037

Abstract

In response to the pedagogical shift toward more authentic and student-centered learning in higher education, this study investigates the integration of Project-Based Learning (PjBL) in teaching academic writing to English education students in Indonesia. While PjBL has been recognized for fostering collaboration and critical thinking, limited research has explored how students behaviorally, emotionally, and cognitively respond to its implementation in writing instruction. Addressing this gap, a qualitative case study was conducted involving twenty university students who participated in a semester-long PjBL-based writing course. Drawing on data from observations, interviews, and document analysis involving twenty English education students, this study reveals three key findings. Behaviorally, students demonstrated active participation, leadership, and collaborative responsibility, supported by structured peer roles and group accountability mechanisms, although a few exhibited passive involvements due to unequal workload distribution. Emotionally, most students experienced enthusiasm and a sense of accomplishment, particularly during topic selection and final submission, but some expressed anxiety related to public presentation and frustration over imbalanced team contributions. Cognitively, students showed marked improvements in brainstorming, organizing arguments, and revising drafts, guided by visual tools, feedback, and reflective journaling, which enhanced their critical thinking and writing cohesion. These findings highlight PjBL as a transformative pedagogy that fosters technical skills, autonomy, emotional resilience, and cognitive engagement. By offering an integrated view of students’ experiences, the study advocates for strategies that support collaboration, emotional support, and metacognitive awareness in academic writing, with broader implications for advancing student-centered learning in higher education.  
Investigating Critical Thinking Indicators in the Context of Algebra Problem Solving: A Study in Indonesia Qurohman, M. Taufik; Wijayanto , Zainnur; Suwarto , Suwarto
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 2 (2025): Utamax : Journal of Ultimate Research and Trends in Education (In-Press)
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/3psjs798

Abstract

Developing students’ critical thinking in mathematics, particularly in algebra problem solving, is crucial for enhancing conceptual understanding and mathematical reasoning. Although critical thinking has been widely studied, limited research has specifically examined how Indonesian students demonstrate critical thinking in algebra tasks, especially in the evaluation stage. This study investigates how students engage with four key indicators of critical thinking: Analysis, Strategy, Inference, and Evaluation, during algebra problem solving. A qualitative descriptive approach was employed, involving six purposively selected eleventh-grade students from Senior High School 5 Tegal, categorized into high, medium, and low levels of critical thinking ability. Data were gathered through classroom tests, structured observations, and in-depth interviews, then analyzed using thematic coding with triangulation to ensure credibility. The results indicate that students with high critical thinking levels were able to perform all four indicators effectively, while those at the medium level showed inconsistent performance, particularly in the inference and evaluation stages. Students with low critical thinking levels struggled to identify mathematical structures, often applying procedures without conceptual clarity. These findings suggest that the quality of students’ critical thinking is closely related to their algebraic understanding and ability to apply reasoning strategies. This study highlights the underexplored evaluation dimension of critical thinking, offering new insights into how students validate and justify solutions in mathematics. The findings underscore the need for instructional practices that support reflective thinking, encourage reasoning, and promote deeper engagement with mathematical problems. Further research is recommended to explore how these skills develop across time and educational contexts.
A Bibliometric Study of Communicative Language Teaching in Indonesian High School and Vocational School Arbain, Arbain; Rachman , Dzul; Anshori , Sakut; Nur, Dedi Rahman; Meiramova , Saltanat A.; Aswad , Muhammad
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 2 (2025): Utamax : Journal of Ultimate Research and Trends in Education (In-Press)
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/djnspy69

Abstract

The global shift toward communication-driven education has positioned Communicative Language Instruction (CLI) as a vital approach in teaching English, particularly in Indonesian secondary and vocational schools. Despite its increasing application, a systematic understanding of CLI's scholarly development remains limited. This study aims to fill that gap through a comprehensive bibliometric analysis of CLI research published between 2014 and 2024. Using structured searches across Google Scholar, Scopus, and Dimensions, an initial dataset of 223 articles was collected. After applying inclusion and exclusion criteria focusing on peer-reviewed studies in English as a Foreign Language (EFL) contexts, a total of 97 articles were selected for analysis. Bibliometric tools including VOSviewer and Publish or Perish (PoP) were employed to examine metadata such as publication trends, authorship patterns, keyword frequencies, and country distributions. The results show a substantial rise in CLI-related publications, from 7 in 2014 to a peak of 29 in both 2021 and 2022. Indonesia produced the highest number of studies (n = 11), followed by Iran (n = 10). Keyword co-occurrence revealed dominant themes such as "language teaching," "practice," and "interaction," with a strong emphasis on English for Specific Purposes (ESP), particularly in tourism and hospitality. Citation mapping identified three major research clusters and emerging authors contributing to this field. These findings highlight the growing relevance of CLI in vocational education and underscore the importance of integrating ESP content, intercultural competence, and technology-enhanced learning to prepare students for participation in an increasingly globalized workforce. 
Acting, Guessing, Learning: Communicative Games as a Strategy to Boost Vocabulary Mastery in Young EFL Learners Ardayati, Ardayati; Ramasari, Maria
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 2 (2025): Utamax : Journal of Ultimate Research and Trends in Education (In-Press)
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/ce3cd768

Abstract

Vocabulary knowledge is a cornerstone of language proficiency and serves as the foundation for effective communication in English as a Foreign Language (EFL) contexts. Yet, many young learners continue to struggle with vocabulary retention when taught through conventional approaches, which are often limited to rote memorization and isolated word lists. Responding to this gap, the present study investigates the effectiveness of communicative games as an engaging instructional strategy to enhance vocabulary mastery among young EFL learners. Employing a pre-experimental design with one-group pre-test and post-test, 21 participants from Ganesha English College in Lubuklinggau were assessed through multiple-choice vocabulary tests. Data were analyzed using descriptive statistics, minimum mastery criteria comparison, and paired sample t-tests. The findings reveal a significant improvement in learners’ vocabulary scores after the treatment, confirming that communicative games foster not only better retention but also deeper word association in meaningful contexts. These results demonstrate that communicative games create an interactive and enjoyable learning environment, motivating learners to actively engage with new vocabulary. This study contributes to the growing body of literature on game-based language learning by highlighting communicative games as a practical and effective pedagogical tool in EFL classrooms. The implications extend to broader educational contexts, suggesting that integrating interactive game-based methods can support vocabulary acquisition, enhance communicative competence, and inform curriculum design for young learners in diverse EFL settings.
Reimagining Arabic Instruction: Designing Webtoon Comics as Innovative Qirā’ah Learning Media Sitorus, Nurul Hafizhah Salsabila; Taufiq , Muhammad
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 2 (2025): Utamax : Journal of Ultimate Research and Trends in Education (In-Press)
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/jqfwfa28

Abstract

Developing effective instructional media is essential to overcome the perception that Arabic qirā’ah (reading) is monotonous and difficult, a challenge that often diminishes students’ motivation and comprehension. Despite the wide use of technology-enhanced learning, studies focusing on Webtoon-based comics for Arabic reading instruction remain limited. This study aims to bridge that gap by designing and validating a digital Arabic comic on the Webtoon platform to improve Grade X students’ reading proficiency at MAN Tanjungbalai. Using a Research and Development (R&D) design with the Three Stages Research and Development (TSRD) model, the process involved needs analysis, storyboard creation, prototype development, expert validation, and classroom trials. The results demonstrate strong evidence of feasibility and effectiveness: material validation scored 75% (valid), media validation reached 86.6% (highly valid), teacher responses averaged 91.4% (highly valid), and student responses 86.5% (highly valid). Teachers emphasized the alignment of visuals and text as strengths, while students highlighted the engaging format and improved comprehension of Arabic texts. The findings confirm that Webtoon-based comics not only increase learners’ motivation but also enhance comprehension, satisfaction, and classroom participation, transforming the perception of Arabic learning from difficult to enjoyable. This study contributes by offering empirical validation of digital comics as innovative instructional media and by demonstrating the integration of popular youth-oriented platforms into formal education. Broader implications suggest that Webtoon-based media can support multimodal literacy, promote learner engagement, and serve as a scalable model for technology-enhanced language instruction in diverse contexts.
Enhancing EFL Reading Comprehension via an AI-Chatbot-Guided Toulmin Mapping in Viat-Map Andoko, Banni Satria; Subhi, Dian Hanafudin; Wafiuddin, Naufal Falah; Wang, Xia; Hirashima, Tsukasa
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 2 (2025): Utamax : Journal of Ultimate Research and Trends in Education (In-Press)
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/9nwj8r52

Abstract

The growing demand for English as a Foreign Language (EFL) proficiency necessitates innovative approaches that go beyond conventional reading practices, which often emphasize translation and literal comprehension without fostering critical thinking. Although the Toulmin Argumentation Model has proven effective in enhancing logical structuring skills, it remains insufficient in supporting higher-order thinking without additional scaffolding. This study bridges that gap by embedding an AI-powered chatbot, driven by a Large Language Model (LLM), into the Viat-Map system to promote reflective engagement and argument construction during reading tasks. Using a quantitative pre-test and post-test design, 16 university students engaged with the AI-enhanced system over two weeks. Findings reveal a significant improvement in comprehension performance (p < 0.01), with the number of interaction steps emerging as the strongest predictor of learning gain (r = 0.482, p < 0.05). Time alone did not significantly affect outcomes, yet its combination with active interaction produced a moderate synergistic effect (p = 0.041, η² = 0.16). These results underscore that active learner engagement, rather than mere exposure time, is the critical factor for meaningful comprehension improvement. The study contributes to the literature by demonstrating how AI-driven Toulmin mapping effectively cultivates deeper comprehension and critical reasoning. In a larger perspective, this research signals the possibility of reimagining global language education through intelligent systems that foster autonomy, equity, and inclusivity in diverse learning environments.
Tracing Educational Concepts in the Qur’an: A Semantic Meaning Approach to Holistic Learning Kamridah, Kamridah; Husnaeni , Maftuha; Deliany, Susy
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 2 (2025): Utamax : Journal of Ultimate Research and Trends in Education (In-Press)
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/ba279616

Abstract

In an era shaped by fragmented educational ideals and ethical uncertainty, the pursuit of integrative learning models has become increasingly critical. Although the Qur'an is widely regarded as a source of moral and intellectual guidance, its semantic construction of educational concepts remains largely unexplored within contemporary holistic education discourse. This study addresses that gap by applying Izutsu’s semantic analysis to examine how the Qur’an presents a comprehensive vision of education that integrates intellectual, spiritual, moral, and social dimensions. Employing a case study approach within an interpretive paradigm, the research systematically identifies and analyzes six key educational terms drawn from the Qur'anic text. These terms are tarbiyah (nurturing growth), ta’lim (teaching and imparting knowledge), ta’aruf (mutual recognition and understanding), tazkiyah (purification and self-enhancement), ta’dib (discipline and character refinement), and ta’alluq (connection and meaningful attachment). Through meticulous semantic tracing and cross-validation with classical exegetical sources, the study reveals how these terms form an interconnected conceptual network reflecting the Qur’an's holistic perspective on human development. The findings suggest that this educational framework emerged as a response to pre-Islamic social inequalities, the limited accessibility of knowledge, and the need for education to drive personal and societal transformation. By integrating Islamic educational philosophy with humanistic and posthumanistic theories, the study contributes a culturally grounded yet globally relevant model of education. Its implications extend to curriculum design, teacher preparation, and policy reform, affirming the Qur’anic vision of education as a transformative process that cultivates ethical, inclusive, and ecologically conscious individuals equipped for the complexities of modern life.
Ecopedagogic-Based Education to Foster Ecological Awareness in Indonesian Language Learning Sutrisna, I Putu Gede; Bhandesa, Asthadi Mahendra; Wulansari, Nadya Treesna; Susanta, I Putu Agus Endra
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 2 (2025): Utamax : Journal of Ultimate Research and Trends in Education (In-Press)
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/8jrnyn11

Abstract

Global ecological crises such as climate change, deforestation, and pollution demand the urgent integration of sustainability values into all areas of education, including language learning. Although the Indonesian Language curriculum offers substantial potential to foster ecological awareness, its pedagogical application remains underexplored. This study aims to investigate the integration of eco-pedagogical values within Indonesian Language learning in the context of the Merdeka Curriculum at junior and senior high school levels. A qualitative descriptive approach was employed using content analysis as the central method. Primary data were obtained from national policy documents, Indonesian language textbooks, teaching modules, and curriculum frameworks. These were complemented by interview data from school principals and language teachers across Bali Province, providing insight into both institutional policy and classroom-level implementation. The analysis revealed that ecological themes are consistently embedded in various genres of language texts including descriptive, narrative, expository, and procedural forms. Topics such as biodiversity, natural disasters, environmental ethics, and conservation practices are explicitly integrated into learning materials. Key national programs including the P5 initiative, the Adiwiyata School movement, and Permendikbudristek Number 37 of 2022 play a supportive role in reinforcing these values. The findings indicate that Indonesian Language learning serves a dual purpose by enhancing linguistic competence while simultaneously cultivating students' ecological literacy and ethical responsibility. This study contributes to the advancement of language education that supports sustainable development and encourages environmentally conscious citizenship.

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