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Rizal Fuadiy
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Journal of Educational Research and Practice
Published by Yayasan Centre For Studying And Milieu Development Of Indonesia
ISSN : 30627613     EISSN : 30627605     DOI : 10.70376/jerp
Core Subject : Education,
Education
The Journal of Educational Research and Practice (JERP) is a peer-reviewed academic journal published by the CESMiD Foundation. JERP aims to provide a platform for scholars, researchers, educators, and practitioners in the field of education to disseminate their research findings, innovative practices, and theoretical perspectives. JERP publishes original research articles, literature reviews, empirical studies, and theoretical papers addressing various aspects of education. The journal covers a wide range of topics including, but not limited to: Educational Psychology Curriculum Development Teaching Methods and Strategies Assessment and Evaluation Educational Technology Educational Policy and Reform Teacher Professional Development Multicultural Education Special Education Lifelong Learning Higher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 87 Documents
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Beyond Frequency: English Conjunction Use and Language Proficiency in Rural Ugandan Secondary Schools Lehema Nuwagaba; Sulaiman Muhammad Isa; John Kintu
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i2.442

Abstract

English language proficiency is central to learners' academic participation in multilingual education systems, particularly in rural public schools where exposure to English may be uneven. This study examined the relationship between the use of English conjunctions and language proficiency among lower-secondary learners in selected public secondary schools in Ruhinda County, Mitooma District, Uganda. Guided by Systemic Functional Linguistics, the study adopted a cross-sectional mixed-methods design involving 269 Senior Three students and 15 English language teachers. Data were collected through student questionnaires, semi-structured teacher interviews, and documentary review of students’ written work. Descriptive statistics, linear regression, thematic analysis, and content analysis were used to examine patterns of conjunction use and their association with language proficiency. The quantitative findings showed a strong positive association between reported frequency of conjunction use and learners’ reported language proficiency. However, qualitative and documentary evidence indicated that frequent use alone did not sufficiently represent proficiency. Many learners relied heavily on basic coordinating conjunctions such as “and”, “but”, and “or”, while subordinating and correlative conjunctions were used with less confidence and accuracy. The findings suggest that the use of conjunctions is a meaningful marker of English language development when interpreted alongside accuracy, functional appropriateness, and syntactic variety. The study contributes to equitable and culturally responsive grammar pedagogy by showing the need to move beyond mechanical sentence joining toward meaning-oriented instruction that supports coherent academic communication in rural multilingual classrooms.
Beyond digital-native assumptions: A systematic integrative review of Generation Z teachers and learners in English language education Erna Iftanti; Umniyati Ris’ah
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i2.457

Abstract

Generation Z is increasingly being discussed as both a teacher cohort and learner population in English-language education amid the expansion of digital platforms and generative artificial intelligence. However, evidence is distributed across teacher- and learner-focused studies, creating the risk that findings about learners may be attributed to teachers from the same cohort. This systematic integrative review examined teacher professionalism, pedagogy, technology use, learner experience, and implementation conditions, while maintaining a distinction between direct teacher evidence and contextual learner evidence. Searches completed on 19 May 2026 covered Dimensions, Google Scholar, ERIC, GARUDA, publisher websites, and DOI registries. Forty-one articles with resolvable DOIs were retained in the evidence maps. Directed qualitative content analysis and study-level methodological flags were applied to 40 full texts comprising 12 teacher-focused and 28 contextual studies. The evidence base was recent and geographically uneven: 35 articles were published between 2023 and 2026 and 13 were situated in Indonesia. In the core studies, Generation Z English teachers were represented as developing professionals negotiating identity, authority, resilience, and digital agency, rather than as uniformly competent digital natives. Technology and engagement frequently co-occurred in studies describing relevant, interactive, and learner-centred tasks, but this pattern did not establish effects on engagement or language learning. Reported uses of generative AI include material preparation, feedback, and personalisation, accompanied by concerns about accuracy, dependence, integrity, and human oversight. As 28 studies relied primarily on self-report or perception evidence, claims regarding effectiveness remain limited. The synthesis organises recurring implications into an equity-sensitive framework that connects professional identity and early career resilience, ELT-specific digital pedagogy, critical AI literacy with human oversight, and institutional support. Its originality lies in separating teachers from learner evidence, treating generation as a situated context rather than a causal explanation, and connecting ethical digital transformation with sustainable teacher capacity.
Rooted Mediation and Culturally Responsive Teaching in a Muslim-Minority Madrasah Muhamad Nabila Irfan; Sufyan Tsauri; Istifadah Istifadah
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i2.444

Abstract

Faith-based schools in religious minority settings must sustain their educational identity while engaging with cultural plurality. Although culturally responsive teaching research has examined racial, ethnic, and linguistic diversity in public schools, it rarely explains how teachers in minority madrasahs negotiate religious boundaries or how their relational practices become institutionally sustainable. This study adopts Gay’s Culturally Responsive Teaching (CRT) framework and explores how teachers sustain Islamic educational commitments while engaging with local culture in a Muslim-minority setting. This study used descriptive phenomenology at an Islamic elementary school in Tabanan, Bali, Indonesia. Six teachers were the primary participants. The principal and two senior staff members provided institutional triangulation, while the parents and community perspectives supplied contextual information. The phenomenological analysis of the in-depth semi-structured interviews involved bracketing, meaning units, thematic structures, and a composite essence of the phenomenon. Five interconnected themes were identified: rooted moral presence, bounded cultural translation, context-sensitive pedagogical justice, reflective professional becoming, and movement from relational adaptation to institutional sustainability. Together, these themes constitute rooted mediation and portray teachers as rooted mediators who participate without assimilating, maintain religious distinction without hostility, and combine common academic expectations with differentiated support for students. This study extends CRT by conceptualizing boundary work as a central practice in faith-based minority education and introducing bounded cultural translation as its contextual expression. It also links teacher responsiveness to Sustainable Educational Development through the culture/pluralism pathway. The findings suggest that mentoring, collective reflection, case documentation, staff induction, and supportive leadership are needed to transform tacit individual expertise into renewable institutional capacity while preserving teachers’ judgement and religious integrity.
Negotiating Continuity and Change: Social Capital and Value-Mediated Governance Adaptation in an Indonesian Pesantren Filda Inayah; Muh. Hanif
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i2.452

Abstract

Traditional Indonesian pesantren face the challenge of responding to changing educational, technological, and administrative expectations while maintaining religious and cultural commitments. Although previous research has examined pesantren modernization and leadership, little is known about how relational resources and institutional values interact in everyday governance adaptation. This study examines how social capital and institutional values shaped governance adaptation at Pondok Pesantren Mathali’ul Falah Pekiringan, Central Java, Indonesia. A qualitative single-case design was used, drawing on semi-structured interviews with 12 internal and external stakeholders, 17 participant-observation sessions, and the analysis of institutional documents. Data were analyzed thematically using trust, networks, and norms as sensitizing concepts. Four interrelated findings were identified. Trust in the kiai supports institutional legitimacy but operates alongside parental considerations of affordability, distance, facilities, and educational quality. Alumni and community relationships provide informal, largely voluntary support. Technology was accepted for supervised learning, while personal smartphone use was restricted according to disciplinary and moral priorities. Centralized, family based governance supported continuity but left alumni coordination, documentation, and succession arrangements relatively informal. The findings suggest that relational governance may benefit from gradual, culturally feasible improvements in communication, alumni coordination, supervised digital access, administrative documentation, and leadership continuity. The originality of this study lies in connecting social capital with value-mediated governance adaptation to explain how change may be selectively accepted, limited, or reorganized within a culturally embedded educational institution. This case-based perspective is intended as an analytical heuristic rather than a general model for all pesantrens.
Inclusive Education for Autistic Learners in Trinidad and Tobago: Policy, Evidence, and Implementation Capacity Gabriel Julien
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i2.453

Abstract

Inclusive education requires meaningful participation and support, not just placement. Evidence on how autistic learners participate and receive support in mainstream classrooms in Trinidad and Tobago remains limited and mostly disability-wide rather than autism-specific. This review examined learner participation, classroom practice, teacher preparedness, assessment, and policy implementation while distinguishing direct autism evidence from the national and regional contextual evidence. A structured narrative review screened a reconstructed corpus of 47 unique candidates through separate scholarly and policy document streams; 31 analytical sources were included, comprising 15 scholarly sources and 16 policy, legal, or technical documents. International evidence supports a participation-oriented interpretation and identifies potentially useful structured, individualized, communication-oriented, and participation-focused practices, although implementation appears to be contingent on training, resources, role clarity, collaboration, and organizational support. National sources document a substantial policy foundation alongside incomplete accommodations and continuing capacity, coordination, data, and accountability constraints. No included source evaluated a comprehensive local autism-inclusive classroom model. The findings suggest prioritizing usable school guidance, practice-based teacher development, coordinated specialist support, and participation-linked monitoring while evaluating internationally derived practices locally.
From Intelligent Tutoring Systems to Generative AI: Changing Educational Priorities in Research Involving Asian-Affiliated Scholars Moch. Rizal Fuadiy; Ethem Gürhan; Adiyono Adiyono; Makherus Sholeh; M. Asep Fathur Rozi; Nur Kholis
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i2.458

Abstract

This study examines how educational priorities have changed in artificial intelligence (AI) research involving scholars affiliated with institutions in 34 Asian countries and territories. It analyses 1,585 English-language Scopus journal articles published between 2010 and 2026, with partial coverage for 2026 up to 23 May. Biblioshiny was used to map keyword co-occurrence, thematic positioning, and thematic evolution across three periods: 2010–2016, 2017–2020, and 2021–2026. TALL was applied to a random sample of 792 abstracts to elaborate on the educational meanings embedded in the bibliometric structures. The findings indicate a reorientation from computer-aided instruction, intelligent tutoring systems, and learning systems towards generative AI, ChatGPT, technology adoption, and emerging human–AI discourses. Higher education and students provide the field’s principal educational focus, although students are frequently positioned as technology users or as adopters. Pedagogical mechanisms, teacher agency, assessment redesign, and responsible-use competencies remain less integrated. AI literacy, academic integrity, ethics, and critical thinking are visible but remain embedded within the broader technology and adoption structure. Abstract-level patterns further revealed benefit-oriented framing around support, enhancement, and future potential, which should not be interpreted as evidence of educational effectiveness. The study contributes an education-centred account of how technological expansion has outpaced the conceptual integration of pedagogy, human agency, assessment, and responsible institutional conditions.
Reframing Student Participation in Ordinary Level Mathematics as an Equity Issue in Under-Resourced Rural Zimbabwean Schools Claretah Makuvire; Pinias Chikuvadze
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i2.441

Abstract

Student participation in mathematics is increasingly recognised as an equity issue, particularly in under-resourced rural schools, where limited resources, examination pressure, teacher workload, and socio-cultural expectations may restrict learners’ opportunities to engage meaningfully with mathematical ideas. Although studies have examined mathematics anxiety, learner attitudes, teacher-centred instruction, and resource constraints, less attention has been given to how these factors interact to shape everyday participation in Ordinary Level Mathematics in rural Zimbabwe. This study examined the factors constraining and supporting students’ participation in five under-resourced rural secondary schools in the Lusulu Cluster of Binga District, Zimbabwe. An explanatory sequential mixed-methods case study design was used, involving questionnaires with 150 students and six Mathematics teachers, followed by focus group discussions, semi-structured interviews with heads of Mathematics departments and school heads, classroom observations, and document analysis. The findings show that participation was constrained by negative attitudes, low confidence, fear of failure, mathematics anxiety, gendered expectations, teacher-centred instruction, examination pressure, limited resources, and workload-related constraints. Structured questioning, peer-supported group work, hands-on activities, supportive teacher feedback, and school-family communication were perceived as promising strategies for supporting participation. This study reframes mathematics participation as a socially mediated and institutionally conditioned equity issue rather than a narrow matter of learner motivation. This study contributes to equity-oriented mathematics education by showing that meaningful participation in rural classrooms requires relationally safe, culturally responsive, resource-sensitive, and community-supported pedagogical conditions.

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