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Fahrus Zaman Fadhly
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ijli@uniku.ac.id
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+6281214101193
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ijli@uniku.ac.id
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INDONESIA
Indonesian Journal of Learning and Instruction
Published by Universitas Kuningan
ISSN : 26148250     EISSN : 26145677     DOI : https://doi.org/10.25134/ijli
Core Subject : Education,
Languange, Linguistic, Communication & Media
The scopes of the journal include critical issues of educational practices in primary, secondary and tertiary education as well as in university level surrounding: The processes of teaching and learning Innovate learning and teaching approaches, methods or techniques Instructional design and technology ICT for learning and teaching Instructional settings, learning motivation Curriculum and material development
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 4 Documents
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Search results for , issue "vol. 9 no. 1 (2026)" : 4 Documents clear
CROSSING BORDERS TO TEACH: A COMPARATIVE CASE STUDY OF INDONESIAN AND FILIPINO PRE-SERVICE TEACHERS Diah Kurniati; Pauline Joy; Titis Sulistiyowati; Ahdi Riyono
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

International teaching internship programs are increasingly organized by higher education institutions to prepare pre-service teachers for the demands of global education. This study aims to analyze the benefits and challenges experienced by pre-service teachers during an international teaching internship conducted through a partnership between Universitas Muria Kudus (UMK), Indonesia, and Nueva Ecija University of Science and Technology (NEUST), the Philippines. This study employed a qualitative approach with a comparative case study design. Data were collected through written semi-structured interviews with two pre-service teachers: one NEUST student who undertook an internship at a partner school in Kudus, Indonesia, and one UMK student who undertook an internship at a partner school in the Philippines. Data were analyzed using reflexive thematic analysis. The findings indicate that both participants gained benefits in the form of personal and professional development, increased cross-cultural awareness, expanded professional networks, and exposure to instructional approaches different from those in their home countries. Nevertheless, both participants also faced challenges in adjusting to a new school environment, communication barriers, and psychological pressures such as low self-confidence and homesickness. An interesting difference was found between the two participants regarding the depth of reflection and the level of reported global awareness, indicating that the impact of an international teaching internship is individual and influenced by participants' reflective readiness. This study recommends strengthening pre-departure briefing and continuous reflective mentoring, for example through structured reflective journaling, so that the benefits of the program can be more evenly experienced by all participants.
INDIGENOUS WISDOM IN ECONOMICS TEACHER EDUCATION: BRIDGING GLOBAL COMPETENCIES AND LOCAL HERITAGE Rani Tania Pratiwi; Atin Nuryatin; Cucu Suhartini; Yeyen Suryani; Deden Agustira; Wensley M. Reyes; Jingga Radesa
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Indigenous wisdom offers culturally grounded resources for teaching economic concepts, yet teacher education curricula rarely prepare prospective teachers to use it. Research on pre-service teachers' readiness to integrate indigenous knowledge has concentrated on science, language and primary education, leaving economics teacher preparation largely unexamined. This study examined how prospective economics teachers understand indigenous wisdom and how ready they are to integrate Sundanese practices, namely Seren Taun, gotong royong and silih asah–asih–asuh, into economics learning. A descriptive survey with a qualitative strand was conducted with 44 pre-service economics teachers at Universitas Kuningan, Indonesia. A 13-item questionnaire combining Likert-scale, multiple-choice and open-ended items was analyzed with descriptive statistics and thematic coding. Most participants (72.7%) reached high or very high understanding, and the mean score was 73.5%. Attitudinal items received the strongest support (85–92%), whereas items requiring pedagogical reasoning scored lowest (78–82%). Qualitative responses showed that participants valued indigenous wisdom as a cultural identity resource but were uncertain how to teach it. Prospective economics teachers are well disposed toward indigenous wisdom but need structured preparation, such as multiliteracy-based coursework and community partnerships, to turn this disposition into classroom practice.
A DEEP LEARNING-BASED SOCIAL STUDIES E-MODULE FOR ENHANCING CRITICAL THINKING IN INDONESIA'S MERDEKA CURRICULUM Meri Maryati; Yeyen Suryani; Agie Hanggara; Rani Tania Pratiwi
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Critical thinking is a core competency emphasized in Indonesia's Merdeka Curriculum, yet junior high school students' performance in social studies remains low. Gap: Digital social studies materials explicitly designed around the principles of deep learning, namely mindful, meaningful and joyful learning, are rarely developed and empirically tested. Purpose: This study developed a deep learning-based social studies e-module on international trade and examined its feasibility and effectiveness in improving eighth-grade students' critical thinking. Method: A research and development design following the ADDIE model was combined with a quasi-experimental pretest–posttest control group design at SMPN 1 Ciawigebang, SMPN 5 Ciawigebang and MTs PUI Ciawigebang. Data were collected through expert validation sheets, questionnaires, interviews and a critical thinking test, and analyzed using normalized gain (N-Gain), t-tests and one-way ANOVA. Main findings: Content and media experts rated the e-module as highly feasible (94.17% and 95.33%), and students responded positively. Experimental classes obtained higher N-Gain scores (0.62–0.71) than control classes (0.06–0.08) in all three schools, and the difference between groups was statistically significant (p < .001). Conclusion: The deep learning-based social studies e-module is feasible and effective as an alternative teaching material for strengthening junior high school students' critical thinking within the Merdeka Curriculum.
WAITING FOR THE FULL DRAFT: TIMING, SOURCES, AND UPTAKE OF SUPERVISORY FEEDBACK IN INDONESIAN EFL THESIS WRITING Yayan Suryana; Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Lamhot Naibaho
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Supervisory feedback is widely regarded as the most influential support in thesis writing, yet little is known about when Indonesian EFL students actually receive it, from whom, and how they use it. This study examines the timing, sources and uptake of feedback in thesis writing among Indonesian EFL students at undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them. Feedback was strongly end-loaded: 10 of 22 respondents received it only after completing a full draft, two only after their examination, and one within a week of submitting a draft, while 7 received it weekly. Advisors were the dominant source (20 of 23), followed by peers (12 of 23), with writing centres rarely involved (3 of 23). Students rated feedback as very useful across language, style, structure and content (means 4.09 to 4.27 on a 1-to-5 scale), rated advisor feedback the most effective support (M = 4.45), and reported implementing it often or always (20 of 22). Interviews revealed that effective feedback was specific, focused and helped students narrow their ideas, whereas inconsistent direction across meetings frustrated them and led some to comply rather than understand. When asked what would help most, students requested clear, specific, formative feedback, more frequent and flexible access, and encouragement rather than criticism. The findings suggest a paradox of high uptake under low frequency and point to staged feedback cycles as a practical improvement to thesis supervision.

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