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Edukasi: Jurnal Pendidikan dan Pengajaran
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 23553669     EISSN : 25032518     DOI : https://doi.org/10.19109/hf26hz57
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education in general and English, Indonesian, and other language education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education in general, English or Indonesian language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
Arjuna Subject : Umum - Umum
Articles 253 Documents
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English Reading Needs, Cultural Identity, and Technological readiness: A Need Analysis at an Indonesian State University Eryansyah, Eryansyah -; Fiftinova, Fiftinova; Petrus, Ismail; Jaya, Hariswan Putera
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34165

Abstract

English reading proficiency is a fundamental requirement for university students in EFL contexts, yet reading instruction in Indonesian higher education often lacks alignment with students’ academic needs, cultural identity, and technological realities. This study aimed to investigate students’ needs in English reading instruction through a comprehensive needs analysis covering learning goals, current abilities, learning difficulties, perceptions of local wisdom integration, and technological readiness. A quantitative survey design was employed, involving 67 undergraduate students at a state university in South Sumatra. Data were collected through a structured needs analysis questionnaire and analysed descriptively using percentage distribution. The findings reveal that students perceive English reading as essential for future academic and professional purposes, with reading identified as the most relevant skill for anticipated language use. However, students report moderate current reading proficiency and significant vocabulary-related comprehension difficulties, indicating a clear gap between present ability and expected proficiency. The results further show strong student demand for English reading materials integrating South Sumatran local wisdom i.e., customs and arts, reflecting the importance of culturally responsive pedagogy in higher education EFL contexts. Additionally, while most students possess adequate digital devices, unstable internet connectivity and limited digital literacy present challenges for fully digital reading implementation. These findings suggest that effective English reading instruction in Indonesian universities should incorporate vocabulary-supported reading strategies, culturally contextualized materials, and technology-sensitive delivery. The study provides empirical evidence to support the development of needs-based and culturally responsive English reading curricula in higher education.
Transformational Leadership, Work Ethos, and Motivation in Enhancing Civil Servant Teacher Performance in Northern Cianjur Yurnita, Fitri; Irdiansyah, Iyan; Chaniago, Syahril
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34471

Abstract

This study aims to analyze the determinants of teacher performance among State Civil Servant (ASN) senior high school teachers in the Northern Region of Cianjur Regency. Grounded in the Integrative Model of Organizational Behavior by Colquitt, this research specifically examines the effects of transformational leadership and work ethos, with the mediating role of work motivation. Employing a quantitative explanatory research design, data were collected from 223 ASN senior high school teachers using a structured questionnaire distributed through proportional random sampling. Data analysis was conducted using Structural Equation Modeling (SEM) based on Partial Least Squares (PLS). The results demonstrate that transformational leadership and work ethos have a positive and significant effect on teacher performance. A crucial finding proves that work motivation functions as a significant mediating variable, acting as a catalyst that translates managerial stimuli into tangible performance. The model exhibits strong predictive power with R2 values of 0.695 for Work Motivation and 0.684 for Teacher Performance. These findings suggest that strengthening transformational leadership and fostering a positive work ethos are essential for optimizing teacher professionalism in a digital administrative environment.
Instructional Approaches in Facilitating English Learning for Students with Autism Spectrum Disorder Al-Muniry, Faizah Thiwala Dahri; Ashadi, Ashadi
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34512

Abstract

This study investigates instructional approaches used in teaching English to students with Autism Spectrum Disorder (ASD) in an Indonesian special school context. Employing a qualitative case study design, the research involved two English teachers working in a special school (SLB). Data were collected through six classroom observations (two classes across three sessions) conducted between October and November 2025 over a one-month period through six classroom observation sessions conducted twice a week, as well as semi-structured interviews. The data were analyzed using thematic analysis. The findings reveal four key instructional approaches implemented by the teachers: direct instruction, differentiated instruction, multimodal teaching, and the application of Applied Behavior Analysis (ABA). These approaches were adapted to accommodate students’ diverse learning needs, attention spans, and communication abilities. In addition, the study identifies several challenges faced by teachers, including behavioral challenges, variation in student ability, limited learning resources, difficulty teaching English concepts, environmental constraints, lack of specialized training and support, students’ mood and sensory sensitivity. To address these challenges, teachers employed strategies such as individualized support., redirection techniques, the use of visual aids, the modification of teaching materials, collaboration with parents, as well as grouping and shifting. This study contributes to the existing literature by providing empirical insights into instructional practices for teaching English to students with ASD in the Indonesian special education context. The findings offer practical implications for educators in designing inclusive and effective language instruction for learners with ASD.

Page 26 of 26 | Total Record : 253

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