cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Doni Anggoro Ari Santoso
Contact Email
journal.candradimuka@gmail.com
Phone
+6281293045485
Journal Mail Official
journal.candradimuka@gmail.com
Editorial Address
journal.candradimuka@gmail.com
Location
Kota tangerang,
Banten
INDONESIA
Candradimuka: Journal of Education
Published by CV Buana Prisma Sejahtera
ISSN : -     EISSN : 29854431     DOI : https://doi.org/10.60012/cje.v3i1
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
Candradimuka: Journal of Education, e-ISSN 2985-4431, publishes multidisciplinary education articles (quantitative or qualitative). Candradimuka will be published for the first time in January 2023 in online version by Pusat Penerjemahan dan Penyuntingan Bahasa Universitas Indraprasta PGRI in collaboration with CV Buana Prisma Sejahtera. The frequency of publication is twice a year, namely in January and July.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 52 Documents
 2   3   4   5   6 
The Effectiveness of FluentU Application on Students’ Vocabulary Mastery for Ninth Grade Students at SMPN 9 Bekasi Puspitorini, Ferawaty; Kusumadewi, Hermariyanti; Nurhayati
Candradimuka: Journal of Education Vol. 4 No. 1 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research focuses on evaluating the role of the FluentU application in the improvement in improving vocabulary mastery among ninth-grade students at SMPN 9 Bekasi. Mastery of vocabulary is central to learning English, as it supports students’ ability to understand, communicate, and the four core language skills: reading, writing, listening, and speaking. However, many students still encounter difficulties in mastering sufficient vocabulary, which limits their overall English proficiency. To address this issue, technology-based media such as FluentU can provide an innovative learning approach. This study employed a quasi- experimental methodology with two groups: an experimental group that was learned through  FluentU and a control group that was taught using conventional methods. The instruments used in data collection were pre-tests and post-tests, which measured students’ vocabulary mastery before and after the treatment. The findings revealed that students results indicated that the experimental group outperformed the control group with a statistically significant difference. The interactive features of FluentU, such as authentic videos, captions, and quizzes, helped students to learn vocabulary in meaningful contexts, thus enhancing both retention and understanding. Moreover, students demonstrated greater motivation and engagement exhibited by students during instructional activities when using the application. These results suggest that the FluentU application is an effective tool for supporting vocabulary learning among junior high school students. Therefore, it is recommended that English teachers integrate digital learning platforms like FluentU into classroom activities to enrich vocabulary instruction and encourage independent learning.
Governing Artificial Intelligence in Higher Education: Policy Implications for Faculty Professional Competence Santoso, Doni Anggoro Ari; Agustina Ramadhianti; Sugianti Somba; Nandang Hidayat
Candradimuka: Journal of Education Vol. 4 No. 1 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates how artificial intelligence (AI) is governed in higher education institutions and examines the implications of institutional AI governance policies for faculty professional competence. A qualitative policy analysis approach was employed. Data were collected through document analysis of institutional AI-related policies, including academic integrity guidelines and faculty development regulations, as well as semi-structured interviews with faculty members and academic leaders involved in AI governance and implementation. The data were analyzed using thematic analysis guided by an AI governance framework encompassing pedagogical, governance, and operational dimensions. The findings reveal that higher education institutions have increasingly formalized AI governance through institutional policies. However, these policies are largely regulatory in orientation, with a strong emphasis on ethical compliance, academic integrity, and risk mitigation. Explicit pedagogical guidance and systematic support for faculty professional competence development are limited. As a result, faculty members experience uncertainty in applying AI in teaching and assessment practices and rely predominantly on self-directed or informal learning, leading to uneven levels of AI-related professional competence. The study suggests that AI governance in higher education should move beyond compliance-oriented regulation toward an integrative, capacity-building approach. Institutional AI policies need to be aligned with structured faculty development frameworks that incorporate pedagogical guidance, ethical awareness, and operational support to enable responsible and effective AI integration in academic practice.

Page 6 of 6 | Total Record : 52

 2   3   4   5   6 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): Candradimuka: Journal of Education Vol. 3 No. 2 (2025): Candradimuka: Journal of Education Vol. 3 No. 1 (2025): Candradimuka: Journal of Education Vol. 2 No. 2 (2024): Candradimuka: Journal of Education Vol. 2 No. 1 (2024): Candradimuka: Journal of Education Vol. 1 No. 2 (2023): Candradimuka: Journal of Education Vol. 1 No. 1 (2023): Candradimuka: Journal of Education