cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fahrus Zaman Fadhly
Contact Email
ijli@uniku.ac.id
Phone
+6281214101193
Journal Mail Official
ijli@uniku.ac.id
Editorial Address
https://ijli.uniku.ac.id/pub/editorial-team
Location
Kab. kuningan,
Jawa barat
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 3 Documents
 1 
Search results for , issue "vol. 9 no. 2 (2026)" : 3 Documents clear
PROMOTING VOCABULARY ACQUISITION THROUGH GONOODLE-BASED LEARNING MEDIA IN PROCEDURE TEXT LEARNING Ajeng Widianti Sekaringati; Ruminda Sekaringati; Ika Lestari Damayanti
Indonesian Journal of Learning and Instruction Vol. 9 No. 2 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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

Abstract

Vocabulary knowledge underpins EFL learners' ability to understand and produce texts, yet Indonesian junior high school students continue to struggle with the action verbs and sequencing expressions required by procedure texts in the Merdeka Curriculum. GoNoodle, a digital platform that combines videos, music, narration and physical movement, has been studied mainly as a tool for classroom activity breaks rather than for language learning. This quasi-experimental study examined GoNoodle-based learning media for vocabulary instruction within procedure text learning. Two intact ninth-grade classes at SMP Negeri 10 Cimahi, West Java (n = 25 each), were assigned to an experimental group, which learned with GoNoodle across three sessions, and a control group, which learned the same content through conventional instruction. Both groups took the same vocabulary pre-test and post-test, and the experimental group completed a perception questionnaire. Both groups improved: the experimental group from 68.16 to 83.20 and the control group from 63.68 to 78.24. A Mann–Whitney U test found no significant pre-test difference (p = .053) and a significant post-test difference (p = .006) in favour of the experimental group. However, gains were nearly identical (15.04 vs. 14.56 points), and the experimental group began with higher scores, so the post-test difference cannot be attributed to the intervention with confidence. Students responded positively to GoNoodle in terms of engagement, motivation, ease of use, interaction and vocabulary support. GoNoodle appears to be an engaging and well-accepted medium that supports vocabulary learning at least as well as conventional instruction; studies with longer interventions and analyses that control for initial differences are needed to establish its relative effectiveness.
FROM KNOWING TO DOING: INTERNAL LOCUS OF CONTROL IN TEACHERS' FINANCIAL MANAGEMENT Nyai Ade Rohmawati; Iskandar Rohmawati; Entin Jumantini Rohmawati; Rani Tania Pratiwi
Indonesian Journal of Learning and Instruction Vol. 9 No. 2 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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

Abstract

Financial management ability shapes teachers' financial well-being, yet a stable income does not automatically translate into sound planning, spending and risk management. Gap: Prior studies have mostly examined financial literacy, income and lifestyle separately, reported inconsistent results, and seldom treated psychological factors as moderators among elementary school teachers. Purpose: This study analyzes the effects of financial literacy, income level and lifestyle on financial management ability and tests the moderating role of internal locus of control (ILOC). Method: A quantitative survey was conducted with 180 civil-servant teachers from 46 public elementary schools in Ciawigebang District, Kuningan Regency, selected through proportionate random sampling. Questionnaire data were analyzed using moderated regression analysis (MRA). Main findings: Financial literacy and income level had positive and significant effects, whereas lifestyle had a negative and significant effect on financial management ability. ILOC had a positive effect and significantly moderated all three relationships, strengthening the effects of financial literacy and income; the model explained 71.6% of the variance in financial management ability. Conclusion: Teachers' financial management ability is shaped by knowledge, economic resources and consumption patterns whose effectiveness depends on self-control. Teacher development programs should combine financial education with the strengthening of personal control.
AI AND MOBILE TECHNOLOGIES IN EFL WRITING: A COMPARATIVE REVIEW OF THAILAND AND INDONESIA Prattana Srisuk; Fahrus Zaman Fadhly; Nico Irawan
Indonesian Journal of Learning and Instruction Vol. 9 No. 2 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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

Abstract

Generative artificial intelligence (AI) and mobile technologies are reshaping how English as a foreign language (EFL) is taught and learned in Southeast Asia, yet research from neighbouring countries is rarely compared. This comparative review examines how research from Thailand and Indonesia addresses AI and mobile technologies in EFL learning, with particular attention to writing. A purposively assembled corpus of 67 records was screened, leaving 63 unique works (41 from Thailand and 22 from Indonesia or cross-national contexts), which were classified into eight thematic categories and synthesised comparatively. The two research landscapes proved complementary rather than parallel. Thai research concentrated on technology itself: learners' and teachers' use and perceptions of ChatGPT and other AI tools, mobile-assisted and gamified learning, and a growing Thai-language technology infrastructure. Indonesian research concentrated on the writing process: the cognitive work of formulating research problems, models and strategies of academic writing, written feedback and pedagogical frameworks, while its technology studies focused mainly on speaking and on Islamic boarding schools. Only three Thai studies and two Indonesian studies addressed technology and writing together. The review proposes a process-oriented framework that aligns AI and mobile tools with the stages of writing, from generating ideas and formulating problems to drafting, feedback and revision, under teacher guidance and within each country's linguistic and institutional context. It calls for cross-national studies that combine Thailand's tool-focused evidence with Indonesia's process-focused pedagogy.

Page 1 of 1 | Total Record : 3

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2026) Vol. 9 No. 1 (2026) Vol. 8 No. 2 (2025)