Tarbawi : Jurnal Ilmu Pendidikan

Exploring EFL Students’ Lived Experiences Working in Single-Gender and Mixed-Gender Groups: A Phenomenological Study

Emelya Putri Mulfina, Sari Karmina, Niamika El Khoiri — Sat, 01 Jun 2024 00:00:00 +0000

Group work (GW) is one of the strategies teachers employ to organize students and let them participate in collaborative tasks to achieve their learning-centered goals. The formation of single-gender (SG) and mixed-gender (MG) groups cannot be avoided in GW. Thus, this research aimed to explore EFL (English Foreign Language) students’ lived experiences working in SG and MG groups. A qualitative study using a phenomenological approach was conducted. The data were collected from three rounds of semi-structured interviews with eight participants. They were selected through three steps of online screening with some criteria. The research was conducted at one of the state universities in East Java, Indonesia. Van Kaam’s method, modified by Moustakas (1994), was used to analyze the data. This research revealed two main results: positive and negative experiences reported by students in both the SG and MG groups. In the SG group, the themes include effective communication, postponed GW tasks, and a better environment. In contrast, in the MG group, the themes encompass ineffective communication, solid members, and ineffective time management. In short, two positive and one negative theme are mentioned in SG groups, while one positive and two negative themes emerge in MG groups. As a result, the core aspects revealed include communication, individual contributions and responsibility, and productivity and efficiency while working in groups. This present research adds more comprehensive theories of GW related to students' gender and helps students and teachers be more aware of GW related to gender aspects.

Unveiling the Dual Facet EFL Novice Teachers’ Identity Construction: Professionalism and Religious Identity

Sri Kurniawati, Ria A. Asih, Sudiran Sudiran — Sun, 02 Jun 2024 00:00:00 +0000

Teacher’s identity is crucial for the development of a professional teacher in education. It evolves through a continuous process of refinement and adaptation. Nevertheless, the construction of novice teachers’ professional identity in Islamic Junior High Schools, especially in the Indonesian context, is under-explored. Thus, this study aims to explore the development of English teachers’ professional identities and the integration between such identities and Islamic values as their religious beliefs in teaching in Islamic Junior High Schools. The narrative inquiry method was employed by three novice English teachers in Jambi. The data was collected through in-depth interviews to explore the novice teachers’ stories. The results were analyzed using Miles’ model through data condensation, data display, and conclusions. The research results show that novice teachers’ professional identity construction began with several challenges regarding adapting to the new profession, developing diverse learners’ needs, adapting teaching methods, and performing assessments. In terms of religious identity, these novice teachers reported their abilities to integrate Islamic values into teaching English through the lesson materials, becoming role models, and embracing tolerance in a multicultural society. The findings of this study suggest the need for support for novice teachers, including mentorship programs and professional development workshops, to enhance their professionalism. Such endeavor is pivotal to supporting students’ spiritual and moral development, leading to more inclusive learning environments. Implications for future research are related to longitudinal studies tracking novice teachers’ development and exploring their coping strategies, focusing on one facet of teachers’ identity.

Stress Unseen: The Role of Social Connectedness on Digital Wellbeing for Students and Professionals

Rahayu Hardianti Utami, Rizal Kurniawan, Anindra Guspa — Sat, 08 Jun 2024 00:00:00 +0000

The rapid development of technology is making it faster and more accessible for people worldwide to communicate and socialize. However, exposure to and use of online social media can harm wellbeing and psychosocial development, including mental health. This study investigates the relationship between perceived stress and digital wellbeing with social connectedness as a mediator variable. The research participants were recruited by convenience sampling, including 242 students and 100 workers. The regression analysis shows that the study's result implies that stress as a determinant of mental health has a mixed impact on overall digital wellbeing based on an individual's social connectedness. The findings of this study indicate potential long-term benefits or drawbacks in the debate regarding the use of digital media and technology in stressful situations for active users of digital media and technology, particularly among students.

Optimizing Merdeka Curriculum in West Aceh: Challenges and Opportunities in Education

Zikriati Zikriati, Samsuar Arani — Mon, 10 Jun 2024 00:00:00 +0000

This study evaluates the implementation of the Independent Curriculum in West Aceh District and its significant implications for local education policies. Through comprehensive regional-level analysis, this study explores its potential impact on enhancing educational quality. This research uses survey methods, interviews, and document analysis to understand better the dynamics of the Independent Curriculum's implementation in West Aceh. The findings indicate positive outcomes such as curriculum flexibility, freedom in teaching methodologies, and responsiveness to local conditions, which align with the principles of freedom-based learning approaches. This is consistent with literature emphasizing the importance of allowing teachers and schools to design a curriculum more relevant to local needs and student characteristics. However, challenges such as resource limitations, understanding of educational freedom, low community participation, and resistance to change reflect implementation issues identified in the literature. Consequently, implementing the Independent Curriculum necessitates careful strategies to overcome these obstacles and ensure its effectiveness. Improvement in teacher quality through further professional development aligns with research affirming that well-trained teachers positively impact student learning outcomes. These findings contribute to understanding the Independent Curriculum's implementation locally, serving as a valuable reference for policymakers and educational practitioners in similar regions.