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Social Sciences and Humanities Reviews
Published by CV. Dyoqu Management and Publishing
ISSN : 31097685     EISSN : 31097685     DOI : https://doi.org/10.64780/sshr.v1i4.125
Core Subject : Humanities, Social,
Humanities Law, Crime, Criminology & Criminal Justice Social Sciences
aims to be a scientific platform for academics, researchers, policy makers, and cultural practitioners to exchange critical perspectives and research results that can enhance theoretical understanding and practical contributions in diverse social and cultural contexts, especially in multicultural countries such as Indonesia.
Arjuna Subject : -
Articles 25 Documents
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Authentic Assessment as a Catalyst for Student Engagement and Contextual Learning: A Qualitative Study of Classroom Practices in Secondary Education Anggriana, Jelli; Tjalla, Maghdahalena
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.193

Abstract

Background: Traditional assessment often emphasizes memorization and standardized testing, offering limited insight into students’ ability to apply knowledge in meaningful contexts. Authentic assessment has emerged as an alternative approach that connects evaluation with real-world tasks and more student-centered learning experiences. Aims: This study examined how authentic assessment influences teaching practices, student engagement, and contextual learning in secondary education classrooms. Methods: A qualitative descriptive design was employed. Data were collected through semi-structured interviews and classroom observations involving English teachers from two secondary schools in Indonesia. Participants were selected purposively based on their experience in applying authentic assessment. Data were analyzed through reduction, display, and interpretation to identify recurring themes in classroom practice. Results: The findings show that authentic assessment encouraged more contextual, interactive, and reflective learning. Teachers reported that real-world tasks increased students’ participation in discussion, collaboration, and problem-solving activities. Classroom observations also indicated higher motivation and stronger engagement when students were asked to apply knowledge rather than reproduce information. Conclusion: Authentic assessment functions not only as an evaluation tool but also as a pedagogical driver that supports meaningful learning, critical thinking, and active classroom participation. Its successful implementation, however, depends on teacher readiness, institutional support, and clear assessment criteria. These findings reinforce the relevance of authentic assessment for educational reform and contemporary classroom practice
Translating Curriculum Reform into Classroom Practice: A Qualitative Evaluation of the Merdeka Curriculum in English Language Teaching Using the CIPP Framework. A. Zainuddin, Andi Husni; Sahraini; Thayyib, Magfirah
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.194

Abstract

Background: Curriculum reform has become an important strategy for improving educational quality and promoting student-centered learning in many education systems. In Indonesia, the Merdeka Curriculum was introduced to provide greater flexibility in teaching, encourage learner autonomy, and strengthen twenty-first-century competencies such as collaboration, communication, and critical thinking. However, translating curriculum policy into effective classroom practice remains challenging, particularly in English language teaching where pedagogical approaches, assessment practices, and learning resources must adjust to new instructional orientations. Aims: This study aims to evaluate how the Merdeka Curriculum is implemented in English language classrooms using the Context, Input, Process, and Product (CIPP) evaluation framework. Method: The research employed a qualitative design. Data were collected through semi-structured interviews with English teachers, classroom observations, and analysis of instructional documents related to curriculum implementation. Participants were selected purposively based on their involvement in applying the Merdeka Curriculum. The data were analyzed thematically according to the four dimensions of the CIPP model. Result: The findings indicate that the Merdeka Curriculum aligns conceptually with national education policies and institutional goals. Nevertheless, contextual adaptation remains limited, teacher training often emphasizes policy understanding rather than pedagogical application, and unequal digital resources influence instructional effectiveness. Classroom observations also reveal that teacher-centered practices still partially persist. Conclusion: The study concludes that successful curriculum reform requires sustained teacher professional development that prioritizes practical pedagogical transformation. Stronger institutional support, contextual adaptation, and equitable learning resources are essential to ensure that the principles of the Merdeka Curriculum can be translated into meaningful and student-centered classroom practices.
Exploring Linguistic and Psychological Barriers to English Speaking Proficiency: A Qualitative Analysis of Muhammad, Abu Hamid; Muflihah
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.195

Abstract

Background: English speaking proficiency remains a significant challenge for junior highschool students in non-native English contexts. Many learners encounter both linguistic andpsychological barriers that limit their ability to communicate effectively. Although speakingcompetence is essential for global communication and academic development, the underlyingfactors influencing students’ speaking performance in Indonesian classrooms remaininsufficiently examined.Aims: This study aims to identify the linguistic and psychological challenges that hinder juniorhigh school students’ English Speaking proficiency. In addition, it investigates how classroompractices influence student participation and speaking performance in English learningactivities.Methods: This research employed a qualitative descriptive design. Data were collected throughclassroom observations, semi-structured interviews with students and teachers, anddocumentation analysis. The participants were eighth-grade students at a junior high school inPurwokerto, Indonesia. The collected data were analyzed using thematic coding to identifyrecurring patterns related to speaking difficulties and classroom interaction.Results: The findings reveal that students’ speaking difficulties are primarily associated withlimited vocabulary, pronunciation problems, anxiety, and low self-confidence. These linguisticand psychological barriers reduce students’ willingness to participate in oral communication.The study also shows that teacher-centered instructional practices tend to limit opportunitiesfor student interaction, which further constrains speaking development. Conversely, the use ofinteractive classroom activities significantly increases students’ engagement and willingness tospeak.Conclusion: The study concludes that improving English speaking proficiency requiresaddressing both linguistic competence and students’ psychological readiness. Teachers shouldadopt communicative teaching approaches, provide constructive feedback, and foster asupportive classroom atmosphere. Increased opportunities for peer interaction and regularspeaking practice are essential for strengthening students’ confidence and participation inEnglish communication.
Negotiating Engagement and Digital Distraction: English Teachers’ Pedagogical Adaptation for Generation Z in Secondary Classrooms Saputra, Aulia Rachmad Pidie; Suhaimi; Putra, Reko Hary
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.196

Abstract

Background: The emergence of Generation Z has significantly transformed English language classrooms by introducing learning preferences shaped by digital immersion, rapid information access, and interactive communication environments. These characteristics challenge conventional teacher centered pedagogy and create a complex tension between learning engagement and digital distraction in secondary education settings. Aims: This study examines how English teachers adapt their pedagogical practices to engage Generation Z learners while simultaneously managing the challenges of digital distraction within secondary school classrooms. Methods: A qualitative descriptive design was employed. Data were collected through semi structured interviews, classroom observations, and instructional document analysis involving English teachers who regularly teach digitally oriented learners. The collected data were analyzed using thematic analysis to identify recurring patterns of instructional challenges and adaptive pedagogical strategies. Results: The findings indicate that multimedia materials, collaborative learning tasks, and technology integrated activities increase student participation, motivation, and classroom interaction. Nevertheless, teachers continue to encounter persistent difficulties in maintaining sustained student attention, controlling off task digital behavior, and ensuring that technological tools remain aligned with pedagogical objectives. Conclusion: The study demonstrates that effective instruction for Generation Z learners requires adaptive pedagogy that integrates digital technology with learner centered instructional design, structured interaction, and guided participation. Teachers must strategically transform digital engagement into productive learning opportunities rather than uncontrolled technological use. Strengthening teachers’ digital pedagogical competence and providing institutional support are therefore essential to ensure that technology enriched classrooms promote sustained engagement, meaningful communication, and deeper language learning outcomes.
Interaction-Driven Reading Comprehension Development in EFL Classrooms: A Qualitative Study of Collaborative MeaningMaking in Secondary English Education Emiliasari, Raynesa Noor; Emilia, Emi; Hermawan, Budi
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.197

Abstract

Background: Reading comprehension is a core component of EFL learning, yet many secondary classrooms still rely on teacher-centered instruction that limits interaction, engagement, and deeper interpretation of texts. Recent pedagogical perspectives suggest that collaborative classroom interaction can strengthen students’ comprehension and critical reading development. Aims: This study investigates how interaction-driven instructional practices support reading comprehension development in EFL classrooms, with particular attention to collaborative meaning-making during reading activities. Methods: A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews with teachers and students, and analysis of instructional documents. Participants were selected purposively based on their involvement in interactive reading instruction. The data were analyzed using thematic coding and interpretative analysis. Results: The findings show that collaborative discussion and guided questioning increased student participation and supported deeper interpretation of texts. Students became more confident in expressing ideas and negotiating meaning with peers. Teachers also reported that interactive activities reduced reading anxiety and created a more supportive learning environment. However, differences in vocabulary mastery and learning motivation influenced the level of participation. Conclusion: Interaction-driven pedagogy plays an important role in improving reading comprehension in EFL classrooms by promoting collaborative meaning-making, reflective engagement, and active participation. The study highlights the value of structured interaction and scaffolded discussion in creating more inclusive, meaningful, and pedagogically effective reading instruction in secondary English education.

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