Journal of Nusantara Education

Transformasi Pembelajaran PAI: Integrasi Pedagogi Inovatif, Teknologi, dan Dukungan Kontekstual

2025-12-11T05:02:24+00:00

Penelitian ini bertujuan untuk menganalisis upaya guru Pendidikan Agama Islam (PAI) dalam menciptakan pembelajaran yang efektif, inovatif, dan kontekstual di era digital. Kajian ini menggunakan pendekatan kualitatif dengan metode kajian pustaka terhadap berbagai publikasi ilmiah nasional dan internasional periode 2015–2025 yang terindeks dalam basis data bereputasi, seperti SINTA, Garuda, Moraref, Scopus, dan DOAJ, yang membahas strategi pedagogis, manajemen kelas, integrasi teknologi, asesmen formatif, serta dukungan kontekstual dalam pembelajaran PAI. Hasil kajian menunjukkan bahwa penerapan strategi pembelajaran aktif berbasis konstruktivisme sosial, seperti diskusi kelompok, pembelajaran berbasis proyek, dan tanya jawab interaktif, dapat meningkatkan keterlibatan, motivasi, serta kemampuan berpikir kritis siswa. Manajemen kelas yang humanis berkontribusi terhadap terciptanya suasana belajar yang positif dan kolaboratif, sedangkan asesmen formatif berperan sebagai sarana refleksi dan pembentukan karakter siswa. Sementara itu, integrasi teknologi digital memperkaya pengalaman belajar, namun efektivitasnya sangat bergantung pada literasi digital guru serta desain pedagogis yang berorientasi pada nilai. Selain itu, dukungan kontekstual berupa budaya religius sekolah, kebijakan yang humanis, dan kurikulum adaptif berbasis nilai Islam memperkuat ekosistem pembelajaran PAI yang bermakna. Hasil penelitian ini menegaskan pentingnya pendekatan integratif antara pedagogi inovatif, literasi digital, dan konteks sosial-budaya untuk memperkuat peran PAI dalam membentuk karakter, kompetensi abad ke-21, dan spiritualitas peserta didik di tengah tantangan transformasi pendidikan global.

Enhancing Kindergarteners’ English Vocabulary and Pronunciation through Morning Circle Activities

2026-01-01T05:50:27+00:00

This study investigates the implementation of Morning Circle as a strategic approach to enhance English vocabulary and pronunciation among kindergarten students. Grounded in Lev Vygotsky’s Zone of Proximal Development (ZPD) and the concept of scaffolding, this study explores how teacher–student interactions within this activity support early language acquisition. A descriptive qualitative method was employed through classroom observations conducted over six weeks in a kindergarten that routinely integrates Morning Circle into its English language learning practices. Data were collected through non-participant observations involving 23 students and one teacher, focusing on four main components: greetings, singing, counting, and material delivery. The data were analyzed thematically by identifying recurring patterns of teacher support and students’ language responses in relation to the ZPD framework. The findings reveal that each component of Morning Circle contributes significantly to language development. Greeting sessions provide structured exposure to basic English expressions with bilingual support. Singing integrates vocabulary with rhythm and movement, facilitating pronunciation practice. Counting activities reinforce number vocabulary while encouraging peer interaction. Material delivery emphasizes thematic vocabulary supported by modeling, gestures, and simplified explanations. Consistent use of scaffolding strategies, including modeling, repetition, bilingual cues, and physical demonstrations, plays a crucial role in guiding student engagement and linguistic progress. These findings suggest that Morning Circle, when purposefully designed, serves as an effective and developmentally appropriate framework for introducing foundational English skills. Beyond a daily routine, it functions as an interactive and intentional learning opportunity that supports vocabulary acquisition and pronunciation development

Boosting Junior High School Students’ Vocabulary Skills through Educational Tiktok Content

2026-01-01T05:51:25+00:00

This study aims to investigate the effectiveness of using TikTok as a medium to enhance students' vocabulary mastery. Employing a quantitative approach with a quasi-experimental design, the research was conducted at SMPN 3 Lamongan. The study involved class 7D as the experimental group (n=30) and class 7G as the control group (n=30). Data were collected through multiple-choice vocabulary tests administered as pre-tests and post-tests to assess students' vocabulary knowledge before and after the treatment. The experimental group received vocabulary instruction integrated with TikTok content, while the control group followed conventional teaching methods. Statistical analyses, including normality testing, the Wilcoxon signed-rank test, and the Mann–Whitney U test, were performed using SPSS version 25. The Mann–Whitney U test yielded a significant value for Asymp. Sig. (2-tailed) = 0.000, which is lower than the threshold of 0.05, indicating a statistically significant difference between the two groups. These findings support the research hypothesis and demonstrate that incorporating TikTok into the vocabulary learning process significantly impacts students' vocabulary acquisition. The results suggest that social media platforms like TikTok can be effectively utilized as complementary tools in English language learning. This medium also enhances students’ motivation, learning engagement, and interest in participating in English learning. Furthermore, the findings of this study make a meaningful contribution to the field of English education by demonstrating that the integration of short-video-based social media platforms such as TikTok can serve as an effective and innovative instructional strategy for improving students’ vocabulary mastery and their engagement in the learning process.

Integrasi Nilai Etika dan Keagamaan dalam Pendidikan Vokasi: Menjawab Tantangan Industri 4.0

2026-01-01T05:52:37+00:00

Penelitian ini bertujuan untuk menganalisis urgensi, strategi implementasi, serta tantangan dalam mengintegrasikan nilai-nilai etika dan keagamaan ke dalam pendidikan vokasi di era Industri 4.0, dengan studi kasus di Politeknik Industri Logam Morowali. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan 120 mahasiswa, 4 dosen pengampu mata kuliah keagamaan dan teknis, serta pengelola kurikulum atau pimpinan program studi sebagai responden. Pengumpulan data dilakukan melalui wawancara mendalam, observasi sistematis terhadap proses pembelajaran dan pembinaan karakter, studi dokumentasi kurikulum dan silabus, serta survei terstruktur kepada mahasiswa dan dosen. Keabsahan data diperkuat melalui triangulasi sumber, teknik, dan waktu untuk menjamin konsistensi dan kredibilitas temuan. Analisis tematik digunakan untuk mengidentifikasi pola dan memperkuat temuan dari berbagai sumber data. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai etika dan keagamaan merupakan kebutuhan strategis dalam membentuk lulusan pendidikan vokasi yang tidak hanya kompeten secara teknis, tetapi juga memiliki landasan moral yang kuat dan kesiapan menghadapi dilema etis dalam konteks industri modern. Sebanyak 92% mahasiswa menyatakan bahwa nilai etika dan keagamaan penting bagi kesiapan profesional. Namun, implementasinya masih cenderung bersifat teoretis dan belum sepenuhnya terintegrasi secara kontekstual dengan kebutuhan industri. Strategi efektif yang teridentifikasi meliputi integrasi lintas mata kuliah, penguatan kegiatan keagamaan dan ekstrakurikuler, serta keteladanan dosen. Tantangan utama meliputi keterbatasan kerangka kurikulum, rendahnya kompetensi dosen dalam pedagogi berbasis nilai, pengaruh budaya digital, serta lemahnya sinergi antara perguruan tinggi dan dunia industri.

Integritas Kegiatan Ekstrakurikuler dalam Mengoptimalkan Pengembangan Potensi Peserta Didik secara Holistik

2026-01-01T05:54:57+00:00

Pengembangan potensi peserta didik secara holistik menjadi tuntutan penting dalam pendidikan modern, karena peserta didik tidak hanya dituntut unggul secara akademik, tetapi juga berkembang secara kognitif, afektif, dan psikomotor melalui pengalaman belajar yang bermakna. Kegiatan ekstrakurikuler merupakan salah satu sarana strategis untuk mendukung pencapaian tujuan tersebut sebagaimana diamanatkan dalam Permendikbud Nomor 62 Tahun 2014. Namun, efektivitas kegiatan ekstrakurikuler sangat ditentukan oleh integritas pelaksanaannya, karena tanpa integritas, program berpotensi menjadi formalitas yang minim dampak edukatif. Penelitian ini bertujuan untuk mengkaji peran kegiatan ekstrakurikuler dalam mengembangkan potensi peserta didik secara holistik serta menelaah pentingnya integritas dalam pelaksanaannya sebagai suatu sistem yang terencana, konsisten, dan bernilai edukatif. Metode yang digunakan adalah literature review dengan pendekatan kualitatif melalui penelaahan berbagai sumber ilmiah, seperti artikel jurnal, buku, dan prosiding yang relevan dengan topik pendidikan holistik dan kegiatan ekstrakurikuler pada periode 2020–2025. Analisis data dilakukan dengan teknik analisis konten melalui tahapan pengumpulan, seleksi, pengelompokan tema, dan penafsiran hasil kajian. Hasil penelitian menunjukkan bahwa kegiatan ekstrakurikuler berperan signifikan dalam mengembangkan kemampuan kognitif, afektif, dan psikomotor peserta didik. Peran tersebut akan optimal apabila integritas pelaksanaannya terjaga melalui keselarasan antara perencanaan, pelaksanaan, dan evaluasi secara berkelanjutan. Temuan ini menegaskan bahwa keberhasilan kegiatan ekstrakurikuler tidak hanya ditentukan oleh ragam aktivitas, tetapi oleh integritas pelaksanaannya sebagai satu kesatuan sistem pendidikan, sehingga dapat menjadi dasar bagi sekolah dan pembuat kebijakan dalam meningkatkan kualitas pengelolaan ekstrakurikuler.

Internalisasi Nilai Islam dalam Budaya Maritim sebagai Proses Pendidikan Agama Islam Pesisir Selat Melaka

2026-01-09T05:50:24+00:00

Artikel ini mengkaji budaya maritim masyarakat Pesisir Selat Melaka sebagai ruang edukatif dalam proses Pendidikan Agama Islam. Selama ini, Pendidikan Agama Islam cenderung dipahami sebagai proses pembelajaran yang berlangsung dalam ruang institusional formal, sementara dimensi kultural masyarakat belum banyak dieksplorasi sebagai medium internalisasi nilai keagamaan. Penelitian ini bertujuan untuk mengungkap bagaimana nilai-nilai Islam diinternalisasikan melalui budaya maritim, mekanisme internalisasi yang berlangsung, serta kontribusinya terhadap pembentukan sikap keberagamaan masyarakat pesisir. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif-interpretatif. Data diperoleh melalui observasi partisipatif, wawancara mendalam, dan dokumentasi terhadap 18 informan kunci yang terdiri atas tokoh agama, tokoh adat, nelayan, serta anggota masyarakat pesisir yang terlibat langsung dalam aktivitas budaya maritim. Informan dipilih menggunakan purposive sampling dan dikembangkan melalui snowball sampling hingga mencapai kejenuhan data. Analisis data dilakukan secara tematik untuk memaknai relasi antara praktik budaya maritim dan Pendidikan Agama Islam. Hasil penelitian menunjukkan bahwa budaya maritim berfungsi sebagai proses PAI yang bersifat informal dan nonformal melalui mekanisme keteladanan, pembiasaan kolektif, dan transmisi nilai lintas generasi. Nilai-nilai Islam yang terinternalisasi meliputi tauhid, etika kerja Islami, solidaritas sosial, dan kesadaran ekologis, yang dihayati melalui pengalaman hidup dan praktik keseharian masyarakat pesisir. Temuan ini menegaskan bahwa budaya maritim merupakan ruang pedagogis yang efektif dalam membentuk kesadaran keagamaan yang aplikatif dan berkelanjutan. Secara teoretis, penelitian ini memperluas paradigma Pendidikan Agama Islam dengan menempatkan budaya lokal sebagai medium pendidikan nilai yang sah dan strategis. Temuan penelitian ini memberikan landasan bagi pengembangan model Pendidikan Agama Islam yang kontekstual, inklusif, dan berakar pada kearifan lokal masyarakat pesisir.

The Effectiveness of the Phonics Method in Improving English Reading Proficiency in Kindergarten Students

2026-02-24T16:35:45+00:00

This study aims to examine the effectiveness of phonics-based instruction in improving young children’s English reading skills at the kindergarten level. It is conducted within the context of English as a foreign language. Conventional alphabet-based spelling techniques often fail to meet the developmental needs of early childhood learners. Phonics, as a methodological approach to early reading instruction, emphasizes the relationship between sounds and letters and is recognized as a more structured approach. This study involved 40 students from a bilingual institution in Indonesia and employed a quantitative approach with a quasi-experimental design. Participants were divided into two groups: the experimental group received structured phonics instruction for six weeks, while the control group continued with traditional alphabet-based reading instruction. Data were collected through pre-tests and post-tests measuring letter recognition, phonemic awareness, word reading accuracy, and word decoding. The results showed that the experimental group achieved significantly higher reading scores (M = 87.6) compared to the control group (M = 70.05), with statistical significance confirmed through a t-test (p < 0.05). Qualitative data were also collected through interviews, field notes, and classroom video recordings. The findings indicate that children in the phonics group demonstrated greater engagement, enjoyment, and motivation. Students also showed positive emotional responses during phonics activities, such as singing, games, and teacher reinforcement, which supported their cognitive development and socio-emotional growth. This study concludes that phonics-based instruction is effective in improving early English reading skills, while also enhancing student engagement and emotional well-being

Students’ Perception of the Daily English Songs Program in Pesantren Walisongo Ngabar Female Campus

2026-02-24T16:38:47+00:00

This study explores students’ perceptions of the Daily English Songs program at Pesantren Walisongo Ngabar Female Campus during the 2024/2025 academic year. It addresses the need for effective, contextually relevant strategies to strengthen English proficiency within an Islamic boarding school environment in which global communication skills must be balanced with religious education. A descriptive qualitative design was employed, involving ten students from grades one through six selected via purposive sampling. Data were collected through interviews and observations. The analysis followed the Miles and Huberman framework, consisting of data reduction, data display, and conclusion drawing/verification. Findings indicate that the program is an engaging method for supporting language learning. Students perceived the songs as effective tools for enhancing vocabulary acquisition, improving pronunciation, and providing entertainment to alleviate the monotony of dormitory life. While positive perceptions dominated, some students reported boredom due to the repetitive playback of the same songs, suggesting a need for more frequent rotation of material. The outcomes underscore the importance of creative educational media in a pesantren setting. By using songs with Islamic themes, the program successfully integrates international language mastery without compromising spiritual values. The study concludes that daily exposure to English music facilitates natural language internalization and increases students’ motivation.

Promoting Students’ English-Speaking Skill through Communicative Language Teaching (CLT) and Investigating Students’ Voices

2026-02-28T07:57:26+00:00

Speaking is an essential English skill, yet it can be troublesome for many learners. Every English teacher must implement teaching strategies to support the achievement of learning objectives in speaking classes. Speaking problems also appeared in MA Ma'arif NU Sains Al-Qur'an Sumbang. Therefore, the researchers conducted action research using Communicative Language Teaching (CLT) approach to boost the speaking skill of eleventh-grade students. This class was chosen because their speaking score was still low. Additionally, this investigation aims to explore students’ perceptions of CLT implemented. The action research was conducted through planning, acting, observing, and reflecting. The enhancement of speaking skill was measured through pre-test and post-test by calculating the average scores. Moreover, the students’ perceptions were explored through a questionnaire, and the data were analysed by calculating the percentage of each item. The test results demonstrated a notable increase in students’ speaking ability. In cycle 1, the average scores increased from 47.67 to 85.11. Then, in Cycle 2, students’ English-speaking skill increased from 62.73 to 85.5. Additionally, based on the survey, the majority of students admitted that CLT exercises were enjoyable and useful in improving their speaking ability and confidence. The study shows that CLT exercises are successful in enhancing students' speaking skill, and it receives positive opinions from the students. Therefore, the findings of this study can be taken into account while utilising CLT to enhance students' English-speaking ability.

Asesmen Kecerdasan Majemuk dan Preferensi Strategi Pembelajaran IPA pada Siswa SMP

2026-02-28T07:58:35+00:00

Penelitian ini bertujuan untuk menganalisis profil kecerdasan majemuk siswa SMP, preferensi mereka terhadap strategi pembelajaran IPA, serta menguji keterkaitan antara kedua variabel tersebut sebagai dasar diferensiasi pembelajaran. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional melalui survei terhadap 102 siswa kelas VII, VIII, dan IX di SMPN 9 Bulukumba yang dipilih menggunakan stratified random sampling. Instrumen penelitian terdiri atas angket kecerdasan majemuk berbasis delapan domain Gardner sebanyak 40 item (α = 0,89) dan angket preferensi strategi pembelajaran IPA sebanyak 30 item (α = 0,86), keduanya menggunakan skala Likert lima poin. Data dianalisis menggunakan statistik deskriptif dan korelasi Spearman pada taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa rerata skor kecerdasan majemuk berada pada kategori sedang dengan rentang mean 2,916–3,051 dan simpangan baku 0,626–0,751. Preferensi strategi pembelajaran IPA tergolong tinggi pada Inquiry-Based Learning (M = 4,965; SD = 0,127), Problem-Based Learning (M = 5,000; SD = 0,000), Project-Based Learning (M = 4,997; SD = 0,032), dan Direct Instruction (M = 4,555; SD = 0,524), sedangkan Technology-Enhanced Learning berada pada kategori sedang (M = 3,017; SD = 0,713). Analisis korelasi menunjukkan hubungan signifikan antara kecerdasan interpersonal dan Collaborative Learning (ρ = 0,773; p < 0,01), kecerdasan visual-spasial dan Technology-Enhanced Learning (ρ = 0,674; p < 0,01), serta kecerdasan intrapersonal dan Direct Instruction (ρ = 0,520; p < 0,01). Temuan ini menunjukkan bahwa asesmen kecerdasan majemuk dapat menjadi dasar empiris dalam merancang strategi pembelajaran IPA yang adaptif. Hasil penelitian juga memberi implikasi praktis bagi guru dalam mengembangkan diferensiasi pembelajaran sesuai profil kecerdasan siswa.

Integrating AI-TPACK for Pre-Service Teachers: Applications and Challenges in English Language Program

2026-03-09T23:43:11+00:00

Artificial Intelligence (AI) is transforming education, offering innovative opportunities to enhance teaching and learning. Integrating AI into the Technological Pedagogical Content Knowledge (TPACK) framework has led to the development of AI-TPACK, which addresses the specific skills and strategies required for effective AI integration in educational contexts. While existing research focuses primarily on teachers’ readiness to adopt AI, limited attention has been given to pre-service teachers (PSTs) and their practical application of AI-TPACK. This study explores how PSTs in an English Language Program apply AI-TPACK in their teaching practices and investigates the challenges they encounter during implementation. Employing a narrative inquiry approach, the study collects data through questionnaires, semi-structured interviews, and reflective journals. Questionnaires assess PSTs' theoretical and practical understanding of AI-TPACK, while interviews provide in-depth insights into their lived experiences and challenges. Reflective journals capture ongoing reflections, documenting their evolving perspectives and skills. Thematic analysis is used to triangulate data across these sources, ensuring a robust understanding of PSTs’ competencies and challenges in applying AI-TPACK. The findings indicate that AI-TPACK improves PSTs' ability to design lessons, adjust teaching methods, and create more engaging and interactive learning experiences. AI tools also enable more personalized learning by modifying content and adjusting the speed of instruction to meet individual student needs, enhancing both teaching efficiency and student outcomes.

Problematics of Learning the Qur'an and Hadith for Students of MAN 3 Kebumen

2026-03-10T14:47:14+00:00

The purpose of this study is to analyze the problems of learning the Qur'an and Hadith in class XI B students at MAN 3 Kebumen. This study uses a qualitative research method with a case study approach with the object of research being the problems of learning the Qur'an and Hadith in class XI B MAN 3 Kebumen. The research subjects consisted ofan Al-Qur'an and Hadith teacher and 6 out of 31 class XI B students in the 2024/2025 academic year. The selection of the subjects was based on a purposive sampling technique. The criteria used included students who experienced problems in learning the Qur'an and Hadith with high, medium, and low categories. The data collected included observation, interviews, and documentation. The data were tested for validity using method and source triangulation. The data analysis techniques used included data condensation, data presentation, and drawing conclusions. The results of the study show that the problems of learning the Qur'an and Hadith were identified in the aspect of learning interest which was characterized by students having low learning interest, indiscipline in completing assignments, and playing with cellphones; the learning motivation aspect is characterized by students being less motivated, monotonous lecture methods, limited forms of appreciation given by teachers, and a non-conducive classroom environment; and the learning difficulty aspect is characterized by students having difficulty in mastering the material and showing a personality that does not support the learning process, such as drowsiness and sleeping.

Pengembangan Mobile Learning Berbantuan Game Digital pada Materi Tata Surya untuk Meningkatkan Hasil Belajar Siswa

2026-03-01T02:58:42+00:00

Abstrak

Penelitian ini bertujuan untuk menelusuri kelayakan dan efektivitas mobile learning berbantuan game digital dalam pembelajaran IPA khususnya pada materi sistem tata surya. Penelitian ini merupakan Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi analyze, design, develop, implement, and evaluate. Subjek penelitian terdiri dari 3 validator ahli yaitu ahlimedia, materi, dan bahasa, 3 guru IPA, dan 18 peserta didik kelas VII pada salah satu SMP di Kota Ternate. Data dikumpulkan melalui angket dan soal pilihan ganda. Hasil penelitian menunjukkan bahwa media mobile learning yang dikembangkan dikategorikan sangat layak digunakan dalam pembelajaran. Validasi oleh ahli media dan ahli materi masing-masing memperoleh skor 83%, sedangkan ahli bahasa sebesar 92%. Pendidik IPA dan peserta didik memberikan respon yang sangat baik dengan persentase masing-masing sebesar 88% dan 91%. Hasil belajar peserta didik mengalami peningkatan pada setiap serinya yakni 0,73 (tinggi) untuk seri 1, sebesar 0,75 (tinggi) untuk seri 2 dan sebesar 0,89 (tinggi) untuk seri 3. Temuan ini menegaskan bahwa mobile learning berbantuan game digital efektif dalam meningkatkan hasil belajar peserta didik. Media ini menyediakan pengalaman belajar interaktif dan menyenangkan, serta mendorong pemahaman konsep IPA secara lebih optimal, sehingga direkomendasikan untuk diterapkan secara luas pada pembelajaran materi serupa di tingkat SMP.

The Future Landscape of English Language Teaching through Gamification

2026-03-10T03:44:45+00:00

The rapid development of digital technology has significantly influenced the transformation of English language teaching practices. One of the emerging approaches is gamification, which integrates game elements into learning environments to enhance student engagement. However, despite its growing popularity, there is still limited comprehensive synthesis of recent research examining the future direction and effectiveness of gamification in English language teaching. Therefore, this study aims to explore the future landscape of English language teaching through gamification and to identify its impacts on learner motivation, engagement, and language proficiency. This research employed a Systematic Literature Review (SLR) using the PRISMA framework to systematically identify, screen, and analyze relevant studies. The literature search was conducted in the ERIC digital database with publication years limited to 2025–2026. The inclusion criteria consisted of studies focusing on English language learning, the application of gamification, and EFL/ESL contexts. After the screening and eligibility process, 14 relevant articles were selected for qualitative synthesis. The findings indicate that gamification significantly enhances students’ motivation, engagement, and participation in English learning. Gamified activities also contribute to the improvement of language skills such as speaking, vocabulary, and grammar, while reducing learning anxiety. Furthermore, the integration of emerging technologies such as artificial intelligence strengthens the effectiveness of gamified learning environments. Overall, gamification has strong potential to transform English language teaching into a more interactive, personalized, and technology-supported learning experience in the future.

Students’ perception of Project-based Learning at IT in Education Course

2026-03-01T22:26:03+00:00

This research aims to describe the students’ perceptions towards the implementation of Project-based Learning in IT in Education Class of English Language Education Study Program of Universitas Nahdlatul Ulama Purwokerto. This research used descriptive quantitative method to provide a systematic overview os students ‘responses to the applied learning approach. The data were collected through a questionnaire distributed to fourth semester students using Google Forms. The questionnaire covered several aspects, including students’ perception of the learning materials, the implementation of Project Based Learning in teaching and learning process and the roles of teacher in Project Based Learning. The result shows that 60,5% of students agreed that the teaching material was easy to understand, and 50% of students agreed that Project Based Learning improved their IT skills and Motivation. Related to the role of teacher, there were 44,7% of students perceived that the teacher played an active role in completing the assigned project. Furthermore, to strengthen the quantitative finding, interviews were also conducted as supporting data, and the result were consistent with the main finding og the study. Overall, the findings indicate that most students have positive perception of the implementation of PjBL in the IT in education course. This study highlights that PjBL is an essential and effective teaching; method that enhance students’ motivation. Skils, and engagement. Therefore, the implementation of PjBL is recommended to be continuously developed to support more interactive and meaningful learning experiences.

The Algorithmic Loop in Intensifying Brainrot and Reducing Language Learning Focus

2026-03-12T07:01:08+00:00

Brainrot,defined by a tendency toward excessive micro-scrolling, persistent audio reassurance and an increased fondness for overstimulating short-form,has become a major cognitive phenomenon among young adults. However, it is relatively unexplored how algorithmic recommender systems reinforce this state and what roles this plays in academic processes (e.g. English learning). The current study is based on a quantitative explanatory research design and involves 321 daily TikTok or Instagram users. Four latent constructs were investigated: Algorithmic Exposure, Brainrot Intensity, Cognitive Load and Language Learning Focus. The confirmatory factor analysis showed high both construct validity and the model fits well (CFI =. 956, RMSEA =. 052). Algorithmic exposure was a powerful predictor of brainrot intensity (β =. 72, p <. 001), and this inhibition subsequently had a significant impact on cognitive load (β =. 66, p <. 001). Cognitive load had a relatively large negative influence on language learning attention (β = –. 58, p <. 001). There was no significant direct path from algorithmic exposure to learning focus verifying full mediation by brainrot and cognitive load. This suggests the influence of algorithmically curated digital environments on learning is not immediate, but rather it works its effect through cognitive breakdowns that limit learners’ ability to sustain focus in vocabulary building, reading comprehension and grammar processing. The findings of this study suggest that ELT education should include training in algorithmic literacy and attention management to help people cope with the increasing cognitive demands put forward by short-form social media.