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INDONESIA
Proceeding International Conference on Education
Published by Institut Agama Islam Negeri Kediri
ISSN : -     EISSN : 30256828     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Education in the digitalized era: Navigating trends and innovations for future education Sub-themes: 1. Innovative Technologies in Education 2. Digital Learning Platforms and Tools 3. Pedagogical Methods and Innovations in Islamic Education 4. Teaching and Learning 5. Digital Literacy and Skills Development 6. Teacher Training and Educational Management 7. Educational Policy and Reform
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 248 Documents
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English Teachers’ Readiness for Technology Integrated Learning: Perceptions in The Context of a Changing Educational Era Zahro, Siti Fatimatus; Hidayah, Waqiatun Nurul; Zam-zam, Zulfani Muhammad
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

The rapid advancement of digital technology has transformed English language teaching (ELT), requiring teachers to possess not only content expertise but also technological and pedagogical competence. This qualitative case study explores how Indonesian junior high school English teachers perceive and respond to the integration of technology in their teaching practice. Grounded in Sociocultural Theory, the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK), Diffusion of Innovation Theory, and Constructivist Learning Theory, the study involved six purposively selected teachers with at least one year of experience. Data were gathered through semi-structured interviews and analyzed thematically. The findings reveal that teachers generally hold positive attitudes toward digital technology, recognizing its potential to enhance interactivity, engagement, and instructional quality. However, they also face significant challenges. First-order barriers such as insufficient training, limited infrastructure, and institutional neglect coexist with second-order barriers including lack of confidence and limited digital literacy. Furthermore, technology alone was not seen as a guarantee for student motivation or learning outcomes without clear pedagogical planning. Despite these constraints, teachers displayed strong adaptability by engaging in self-directed learning through platforms like YouTube and TikTok, experimenting with digital tools such as Quizizz and Duolingo, and participating in informal peer mentoring. They also emphasized the need for ongoing, practical, and context-specific professional development. This study highlights the multifaceted nature of teacher readiness in digital learning and calls for systemic support through targeted training, infrastructure provision, and collaborative learning cultures to ensure meaningful technology integration in ELT contexts.
Developing Interactive Arabic Teaching Materials Based on Heyzine Flipbook for Junior High School Students 'Aini, Putri Nur; Faiqoh, Putri Kholida; Sholihuddin, Ahmad
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This research was conducted in response to the limited availability of effective and engaging Arabic language teaching materials at MTs. Raudlatut Thalabah. The existing instructional resources primarily consisted of student worksheets (LKS), with minimal use of multimedia tools, leading to low student engagement and difficulty in understanding the material, particularly the topic of at-ta’aruf. The purpose of this research was to develop Arabic teaching materials using Heyzine Flipbook and to evaluate their strengths and weaknesses. The research employed a Research and Development (R&D) approach using the ADDIE instructional design model, which includes the stages of Analyze, Design, Development, Implementation, and Evaluation. Data collection methods involved observation, interviews, documentation, questionnaires, and tests. The final product was an interactive flipbook enriched with audio, video, and quizzes. Validation results indicated that the material was highly valid in terms of content (90.5%) and media (82.7%). Feedback from teachers and students was also very positive, with response rates of 85.6% and 89.2%, respectively. Additionally, the effectiveness of the material was demonstrated by an normalized gain (N-gain) score of 76.5%, categorized as effective. The advantages of the developed material include its digital format, online accessibility, multimedia support, and interactive quizzes with automatic scoring. However, limitations remain, such as the material’s focus on a single topic (at-ta’aruf) and its reliance on an internet connection, which restricts offline accessibility.
Rethinking Teacher Professionalism in ELT: A Theoretical Review Toward Adaptive and Future-Oriented Pedagogy Nisa, Fauziatun; Thoyyibah, Elok Abidatut; Zebua, Wirda Ningsi
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This study examines teacher professionalism from a theoretical perspective and its implications for English Language Teaching (ELT) in response to rapid digital transformation, curriculum shifts, and learner diversity. Drawing on a thematic analysis of 20 scholarly articles published between 2021 and 2025, the data were gathered using Publish or Perish (PoP), which retrieves sources from Google Scholar and CrossRef. The reviewed literature reflects current trends and issues in ELT, particularly within the theme “Bridging the Future: Innovating Education through Adaptive Pedagogies.” Findings reveal that teacher professionalism extends beyond the four basic competencies pedagogical, professional, social, and personal to include reflective practice, digital literacy, and adaptive thinking. Strategic approaches such as continuous professional development (CPD), blended learning, peer collaboration, and leadership development are identified. Despite these, challenges persist, including unequal access to training, administrative burden, and gender-related barriers. The study emphasizes the need for inclusive, integrated, and technology-responsive CPD models to empower teachers as adaptive change agents in the evolving ELT landscape.
Narratives of Song-Based Teaching: Adaptive Strategies and Motivation in Indonesian EFL Context Zulkifli, Iqbal; Irlina, Andi
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This study aimed to explore the experiences and adaptive strategies of English teachers for using songs as media in their teaching practices. A qualitative study method with a narrative inquiry approach was applied. Two English teachers from different junior high schools in Banjarmasin were selected as participants. Data was collected through in-depth interviews and supported by classroom observations. The findings revealed that teachers adapted their song-based instruction to suit students’ levels, interests, and classroom dynamics, creating a flexible and engaging environment. The teachers’ motivation to continue using songs emerged from their own enjoyment, increased confidence, and positive student responses, including better participation and language proficiency. The use of song as media also proved technically simple and did not require formal training, making it accessible for broader classroom use. This study highlights the importance of adaptive pedagogical choices and recommends the use of song as a responsive and motivating medium to enhance both teaching effectiveness and student engagement in EFL classrooms.
Enhancing Students’ Reading Comprehension Through Digital Gamification in Junior High School Abraham, Reyhan Haisung Aulada; Khoiriyah; Sulistyani
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

eading comprehension is a critical skill in English as a Foreign Language (EFL) learning. However, many Indonesian junior high school students face persistent challenges in this area, primarily due to low motivation, lack of engagement, and the continued use of conventional instructional methods. These issues underscore the need for innovative pedagogical strategies that align with learners’ interests and digital habits. This study investigates the effect of digital gamification on students’ reading comprehension using a narrative-based video game titled “I Got This: An Interactive Story” as a digital medium in the learning process. The gamification was implemented without the use of specialized platforms, as game elements were manually integrated by the researcher. A quantitative approach with a quasi-experimental design was employed, involving 60 eighth-grade students at SMPN 1 Tarokan, who were assigned to the experiment group and control group through purposive sampling. The experiment group received instruction through a gamified video game incorporating points, levels, leaderboards, badges, and rewards, while the control group was taught using conventional methods. Both groups completed a pre-test and post-test consisting of 25 multiple-choice questions based on narrative texts. Data were analyzed using the Mann-Whitney U test due to non-normal distribution. The results showed a statistically significant difference between the two groups (p = 0.002), with the experimental group demonstrating greater improvement in reading comprehension. These findings highlight the pedagogical value of narrative-driven digital gamification and offer implications for educators and curriculum designers seeking to modernize reading instruction in alignment with the digital habits of 21st-century learners.
TPACK-Based E-Textbooks for Science Literacy: A Systematic Review in Primary School Education Sundari, Fitri Siti; Yufiarti; Bintoro, Totok
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

The purpose of this study is to investigate the need for TPACK-based digital book development in an effort to improve science literacy in primary schools. The study used a systematic review method of 67 domestic and international academic articles published between 2019 and 2025. This research was carried out through the provision of seven main indicators, namely the characteristics of students at the elementary school level, the characteristics of teachers at the elementary school level, the need for digital media and digital books for science learning at the elementary school level, TPACK strategies in learning design, incorporating TPACK into digital books, science literacy as the main goal of science learning, and the use of digital books in education. The results of the analysis showed that students needed interactive, multimodal, and context-specific learning media, while teachers needed detailed TPACK-based training assistance. Furthermore, digital books designed based on TPACK are able to increase students' knowledge of concepts, learning engagement, and learning abilities. These results confirm the fact that TPACK-based digital book design is an innovative solution applied to learning science in primary schools. This study is likely to have an impact on the basis for adaptations, contexts, and effective products on digital science books to enable national learning services.
Transformational Leadership in School-Based Management (SBM) Anwar, Saiful
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This study aims to examine the strategies of madrasah principals in strengthening ideal influence, inspirational motivation, intellectual stimulation, and individual attention towards teachers and education staff in the implementation of Transformational Leadership in School-Based Management (SBM) at MTsN 7 Tulungagung. The approach used is post-positivistic with data collection techniques through participant observation, in-depth interviews, and documentation. Data analysis was carried out through the stages of data condensation, data presentation, and concluding, with validity tested through triangulation, extended attendance, and discussions with colleagues. The results of the study indicate that madrasah principals integrate the vision and mission of the madrasah into the work program, provide motivation through moral support and rewards, improve teacher competency through training, provide adequate learning facilities, and meet the needs of individual educators. Overall, madrasah principals play a central role in implementing Transformational Leadership with a collaborative, inspirational, and value-based approach. This strategy creates an educational environment that supports the development of educators' potential and encourages the creation of quality learning that is in line with the madrasah's vision as a center for the development of faith, science, and technology.
Collaborative Learning for EFL Academic Writing Development in Higher Education: A Systematic Literature Review Sari, Fitria Wulan; Jamilah; Aditama, Madya Giri; Bahara, Susana R; Daud, Abdulhalim
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

Academic writing is a central competency in higher education, yet many students struggle to meet the demands of disciplinary courses, particularly in English as a Foreign Language (EFL) context. Collaborative learning, grounded in social constructivist theory, has emerged as a promising pedagogical approach to enhance writing development by fostering interaction, peer feedback, and shared knowledge construction. This systematic literature review synthesizes empirical studies published between 2020 and 2025 that examine the implementation of collaborative learning in higher education settings. This study aims to determine the implementation of collaborative learning in EFL writing classroom (benefits and challenges) using the Systematic Literature Review (SLR) method. The SLR method is employed to rigorously identify, examine, evaluate, and interpret the body of existing research concerning a specified phenomenon, guided by clearly defined research questions. This approach enables the systemic identification of relevant scholarly works, with each phase conducted in accordance with predetermined, standardized procedures or protocols. The results indicate that collaborative learning in EFL writing instruction in higher education context boosts organization, grammar, vocabulary richness, fluency, and the ability to structure idea effectively. The students feel more motivated, confident, and less anxious, aligning with the socio constructivist view that deeper language development emerges through interaction, meaning negotiation, and collaborative problem solving.
Teaching English for Entrepreneurship to English Department Students at Universitas Hasyim Asy’ari (UNHASY) Fajarina, Maskhurin; Agustina, Ria Kamilah; Daristin, Pipit Ertika; Saputra, Nopran Riyan Agung
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This study explores the implementation of English for Entrepreneurship for English Department students at Universitas Hasyim Asy’ari (UNHASY). As the demand for graduates who possess both strong communication skills and entrepreneurial mindset continues to rise, integrating entrepreneurship themes into English language teaching becomes increasingly relevant. The course is designed to develop students’ ability to use English in business-related contexts such as pitching ideas, writing business plans, marketing products, and engaging in negotiations. Using a qualitative descriptive method, this research investigates students' responses, challenges, and learning outcomes through interviews, classroom observation, and document analysis. The findings show that teaching English for Entrepreneurship improves students’ confidence in motivation, critical thinking, and real-world language use, while also increasing their interest in business and self-employment. The study concludes by recommending curriculum development that combines language instruction with practical entrepreneurial skills to prepare students for the global market.
English Teachers’ Experiences with Constructivist Strategies: A Case Study in Indonesian Contexts Habibah, Nor; Nor, Hidayah
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

This study investigates the implementation and perceived advantages of constructivist strategies in English language teaching by English teachers at SMAS PGRI 7 Banjarmasin, Madrasah Aliyah Darul Imad, and MAN 2 Banjarmasin. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation from three English teachers across the three schools. Data analysis followed the methods of Miles and Huberman (2014), including data reduction, data display, and conclusion drawing. The findings reveal that teachers integrated various constructivist learning models, such as problem-based learning, task-based learning, and role-playing. Six key advantages for teachers emerged from implementing these strategies: (1) fostering independent problem-solving among students, (2) creating a more conducive learning environment, (3) enhancing student activity and creativity, (4) promoting critical thinking, (5) facilitating free expression of student ideas, and (6) making learning more meaningful. In conclusion, constructivist teaching strategies are effective in elevating the quality of English language instruction. While this student-centred approach emphasizes active classroom participation, it also provides a framework for English teachers. The study highlights the strategy’s utility in encouraging passive students to engage more actively, underscoring the importance of teachers providing engaging classes for all students.

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