Riwayat Publikasi (Q1)

Menampilkan 10 publikasi dengan klasifikasi Q1
Lihat semua publikasi

2026Q1JIF: 5.6SJR: 1.84
A multimodal e-learning platform integrating artificial intelligence, game-based learning, and augmented reality to enhance reading comprehension in secondary language learning
ES Sari, E Wulandari, R Wardani, & BM Ghaluh
Educational Technology Research and Development, 1-28.
Abstrak:
Reading comprehension remains challenging in secondary language education, particularly in digital environments that provide limited adaptivity, interactivity, and multimodal support. This study developed and evaluated a multimodal e-learning platform integrating artificial intelligence (AI), game-based learning (GBL), and augmented reality (AR). The AI module provided adaptive feedback and vocabulary scaffolding, the GBL component offered interactive comprehension tasks, and the AR feature visualized textual content. A quasi-experimental mixed-methods design involved 214 tenth-grade language learners allocated to an experimental group (n = 107) or a control group (n = 107). During the six-week intervention, the experimental group used the platform for reading instruction, whereas the control group received conventional teaching. Data were collected through a pilot-tested 25-item reading comprehension test, a student engagement and motivation scale, and semi-structured interviews. The experimental group’s mean comprehension score increased from 78.6 to 90.2, compared with an increase from 78.3 to 82.1 in the control group. Analysis of covariance indicated a significant group effect, F(1, 211) = 66.08, p < .001, partial η² = .24. Hierarchical regression showed that platform use was significantly associated with comprehension gain (final adjusted R² = .45), and exploratory component-level associations were strongest for AI-use frequency (β = 0.42, p < .001). Interview findings indicated greater motivation, confidence, and cognitive engagement, alongside reduced reading anxiety. These findings suggest that coordinated AI, GBL, and AR features can support cognitive and motivational dimensions of secondary reading instruction.
Kata Kunci:
reading comprehension artificial intelligence game-based learning augmented reality multimodal learning secondary language learning
2026Q1JIF: 4.7SJR: 2.05
Enhancing metacognitive listening and learner autonomy through an artificial intelligence-mediated metacognitive listening textbook: A quasi-experimental mixed-methods study
ES Sari, BM Ghaluh, K Syamsi, & E Wulandari
Language Teaching Research, 1-40.
Abstrak:
Listening instruction in language education often remains product-oriented, focusing on comprehension accuracy rather than awareness of cognitive processes and learner self-regulation. Grounded in metacognitive and self-regulated learning frameworks, this study examined the effectiveness of an artificial intelligence (AI)-mediated metacognitive listening textbook designed to promote metacognitive awareness and learner autonomy through guided reflection and adaptive feedback. The textbook implemented a four-phase metacognitive cycle (planning, monitoring, evaluating, reflecting) supported by AI feedback that helped learners diagnose comprehension challenges, plan strategies, and monitor progress. A 12-week quasi-experimental mixed-methods design was conducted with 500 upper-secondary learners divided into experimental (n = 250) and control (n = 250) groups. The intervention comprised 24 classroom sessions featuring culturally situated informational-listening tasks aligned with learners' communicative experiences. Pre- and post-intervention measures included a standardized listening comprehension test, the Metacognitive Awareness Listening Questionnaire (MALQ), the Self-Regulated Learning Questionnaire (SRLQ), and the Learner Autonomy Scale (LAS), complemented by reflective journals and semi-structured interviews. Analysis of covariance showed that the experimental group outperformed the control in listening (p < .001, d = 0.91), with higher descriptive gain (+12.4 vs. +4.5) and a greater share scoring ≥80% (52% → 84% vs. 51% → 65%). Questionnaire results favored the experimental group (MALQ Δadj = 0.38, SRLQ Δadj = 0.41, LAS Δadj = 0.22; all p < .001), with the strongest subscale gains in planning/evaluation, problem-solving, forethought, and strategic time management. Qualitative analyses of 2,250 journals and 36 interviews revealed purposeful planning, real-time monitoring, and reflective repair supported by culturally familiar contexts that enhanced authenticity and motivation. The study proposes a pedagogical model integrating metacognitive instruction, AI-supported reflection, and cultural contextualization as a practical pathway for embedding AI within textbook design, guiding listening pedagogy toward a more strategic, self-regulated, and meaningful learning process.
Kata Kunci:
metacognitive listening learner autonomy AI-mediated instruction metacognitive textbook quasi-experimental self-regulated learning
2026Q1JIF: 6.7SJR: 2.24
Enhancing students’ critical thinking in criminal case solving: An AI-based pragmatic application for analyzing authentic Indonesian texts and videos
T Tressyalina, BM Ghaluh, E Wulandari, E Arief, & E Noveria
Interactive Learning Environments, 34 (2), 543-575.
Abstrak:
This study evaluates the impact of Pragmatika, an AI-enhanced pragmatic application designed to analyze authentic Indonesian texts and videos, on the development of critical thinking in criminal justice education. A mixed-methods design was used, involving 100 undergraduates randomly assigned to an experimental group (n = 50) using Pragmatika or a control group (n = 50) using traditional methods. Baseline scores were comparable. Post-intervention, on a 30-point scale, the experimental group’s mean score rose from 15.2 (SD = 4.1) to 23.4 (SD = 5.0; t(49) = -9.12, p < .001), with notable gains in evidence evaluation and argument analysis. The control group showed a smaller increase from 15.1 to 18.3 (p < .01). Qualitative findings supported these results, with students reporting greater motivation, engagement, and confidence in linking textual evidence to suspect behavior, aided by Pragmatika’s interactive features. These results demonstrate the tool's effectiveness in enhancing analytical reasoning and bridging theoretical learning with practical case-solving. The study offers actionable strategies for integrating AI into case-based instruction to improve educational outcomes and highlights Pragmatika's potential as a scalable solution for critical thinking development in legal education.
Kata Kunci:
AI-enhanced pragmatic application critical thinking skills criminal case analysis authentic Indonesian texts video analysis educational technology
2026Q1JIF: 6.7SJR: 2.24
Designing AI-generated multi-format reading assessment across Bloom’s cognitive levels: effects on L2 reading comprehension, cognitive engagement, and motivation
A Kusmiatun & BM Ghaluh
Interactive Learning Environments, 1-29.
Abstrak:
Artificial intelligence (AI) has advanced automated question generation, yet implementations remain single-format and English-dominant. This study examined an AI-generated multi-format reading assessment platform for Chinese-speaking learners of Indonesian as a second language (L2), focusing on reading comprehension, motivation, and cognitive engagement. The platform generated eight formats across Bloom's revised taxonomy levels (LOTS, MOTS, HOTS) and integrated a trilingual interface, retrieval-augmented chatbot, multiplayer assessment, learning analytics, instructor dashboard, and accessibility tools: text-to-speech, display settings, and visual filters. A quasi-experimental mixed-methods design involved 300 learners (n = 150 experimental; n = 150 control) at three universities over 12 weeks. Experimental learners used the integrated platform; controls read identical texts with multiple-choice-only quizzes. ANCOVA showed higher post-test comprehension, F(1, 297) = 26.14, p < .001, partial η² = .08; corrected contrasts showed larger effects at LOTS, MOTS, and HOTS (d = 0.35, 0.54, 0.89). Engagement increased, F(3.72, 554.28) = 18.67, p < .001, partial η² = .11, and motivation was higher, t(298) = 5.18, p < .001, d = 0.60. Interviews with 24 learners showed format diversity, taxonomy-based scaffolding, contextual chatbot support, gamification, and accessibility shaped usefulness and engagement. Findings support AI-generated multi-format assessment and Bloom-based item generation for less commonly taught L2s.
Kata Kunci:
AI-generated reading assessment Bloom's taxonomy Indonesian as a foreign language Chinese L2 learners cognitive engagement intrinsic motivation
2026Q1JIF: 2.2SJR: 0.79
The weight of warming seas: A feminist analysis of eco-anxiety among Indonesian women
Y Hayati, BM Ghaluh, N Nursaid, & E Wulandari
Feminism & Psychology, 1-22.
Abstrak:
Climate anxiety has attracted scholarly attention, yet research remains situated within Western, Global North populations, sidelining women in the Global South. This study examines eco-anxiety as a gendered phenomenon among Indonesian women (N = 300) across urban, rural, coastal, and inland communities. Drawing on ecofeminist theory, intersectionality, and standpoint epistemology, we investigate how gender, class, geography, and religious meaning-making shape climate distress through a mixed-methods design combining a cross-sectional survey with semi-structured interviews (n = 30). Findings show that rural, coastal women report the highest levels of eco-anxiety and that climate exposure is linked to distress through care labour and livelihood dependence on natural resources. Religious meaning-making functions as a complex moderator, buffering cognitive anxiety whilst leaving affective and somatic dimensions unmitigated. Interviews illuminate culturally situated idioms of ecological grief, including pasrah (resigned acceptance) and ikhlas (spiritual surrender), challenging Western-developed instruments. Findings demonstrate that Indonesian women's climate distress is structurally produced, intersectionally differentiated, and culturally articulated, contesting eco-anxiety's framing as a predominantly White, middle-class concern. This study contributes to feminist psychology by foregrounding Global South women's knowledge and reclaiming eco-anxiety as a site of gendered epistemic injustice.
Kata Kunci:
eco-anxiety feminist psychology Indonesian women intersectionality climate grief epistemic injustice
2026Q1JIF: 1.2SJR: 0.30
Navigating gender and sexuality in Indonesian foreign language classrooms: Teacher strategies and institutional constraints
BM Ghaluh
Sexuality, Gender & Policy, 1-16.
Abstrak:
Gender and sexuality topics surface routinely in cross-cultural language classrooms, yet how teachers navigate these encounters in non-English foreign language contexts remains largely unexplored. This qualitative study examines how teachers of Bahasa Indonesia bagi Penutur Asing (BIPA; Indonesian for Foreign Speakers) respond to learner-initiated questions about gender and sexuality, the factors shaping their pedagogical decisions, and the training and policy infrastructure available to them. Semi-structured interviews were conducted with 50 BIPA teachers from public (n = 33), private (n = 12), and state Islamic universities (n = 5) across six Indonesian island groups, analyzed using Braun and Clarke's reflexive thematic analysis. All participants confirmed that foreign learners routinely raised questions about gender- and sexuality-related vocabulary (86%), cultural norms and relationships (74%), comparative cultural inquiry (58%), and intersections of Islam and sexuality (44%). Four response strategies were identified: cultural explanation (62%), defensive framing (38%), deflection and redirection (30%), and humor (22%). A pronounced institutional gradient shaped strategy selection: cultural explanation predominated at public universities (70%), whereas deflection was universal in state Islamic universities. Three intersecting factors influenced pedagogical decisions: religious and moral values (76%), institutional climate and perceived risk (52%), and regional context (42%). Not a single participant had received training on gender or sexuality in language education, and none reported specific institutional guidelines, yet 82% expressed a desire for professional development. These findings reveal a structural silence that truncates intercultural competence and reproduces heteronormative and gender-normative assumptions, underscoring the urgent need for curricular integration of gender and sexuality literacy, professional development, and institutional guidelines.
Kata Kunci:
gender and sexuality foreign language classrooms teacher strategies institutional constraints Indonesia
2026Q1JIF: 4.7SJR: 2.05
New ways to teach and learn pragmatics for advancing academic communication competence: An AI-mediated multimodal platform
T Tressyalina, BM Ghaluh, E Wulandari, E Noveria, & E Arief
Language Teaching Research, 1-39.
Abstrak:
Effective academic communication in multilingual higher education requires pragmatic competence, yet this dimension of language ability is often overlooked in instruction and insufficiently supported through feedback or authentic practice. Grounded in instructed pragmatics and technology-mediated learning frameworks, this study reports on the design, implementation, and empirical evaluation of an artificial intelligence (AI)-mediated multimodal platform developed to scaffold pragmatic competence in Indonesian within digital academic contexts. The platform integrates five interdependent features: automated text analysis to identify speech acts, politeness strategies, and violations of conversational principles; video analysis with multilingual transcription and theory-based annotation; conversation simulations providing context-specific academic interactions and real-time feedback; an AI consultation assistant offering explanations, examples, and targeted suggestions; and a digital politeness forum for peer and instructor exchange. A quasi-experimental mixed-methods design was employed with 240 undergraduates (120 in the experimental group, 120 in the control group) over a 5-week intervention. Pre- and postintervention assessments combined a validated pragmatic competence test, discourse completion tasks, and a self-report questionnaire on pragmatic awareness and confidence, complemented by student reflections and discussions. The experimental group demonstrated significantly greater gains in pragmatic test scores (M = 15.0, p < .001) compared with the control (M = 5.2, p < .001), alongside improvements on the discourse completion task (experimental = +14.1 vs. control = +4.8, both p < .001) and medium-to-large effects on awareness and confidence in the questionnaire. Regression analysis identified engagement with conversation simulations (β = 0.58, p < .001) plus AI consultation (β = 0.29, p = .012) as predictors of learning. Reflections and discussions underscored the platform’s role in enabling authentic practice, personalized feedback, and a safe environment for pragmatic experimentation. This study provides the first empirically validated model linking integrated AI-mediated scaffolding features to measurable and transferable gains in pragmatic competence, offering a scalable framework for multilingual and intercultural higher education.
Kata Kunci:
pragmatic competence academic communication AI-assisted multimodal learning text and video analysis conversation simulation digital politeness forum
2026Q1JIF: 1.9SJR: 0.92
Enhancing digital and multimodal literacy in Indonesia's language education: A strategic policy framework for twenty-first-century engagement
BM Ghaluh, E Wulandari, ES Sari, & M Suryaman
Current Issues in Language Planning, 1-38.
Abstrak:
In the digital era, multimodal literacy – the ability to interpret and create meaning through various communication modes such as text, images, audio, and video – is essential for developing twenty-first-century skills. This study presents a strategic framework to integrate multimodal literacy into Indonesia's language education policy to enhance digital literacy and student engagement. Building on contemporary educational theories, the framework emphasizes incorporating digital tools into language curricula to accommodate different learning styles and promote critical thinking. Employing a mixed-methods approach, the research conducts a policy analysis to identify gaps and opportunities for multimodal integration within Indonesia's language education system. The framework was piloted in selected schools through curriculum redesign, professional development for educators, and digital infrastructure investment. Pre- and post-intervention assessments indicate significant improvements in students' digital literacy skills and engagement. Qualitative insights from interviews and focus groups support these findings, highlighting enhanced instructional practices and increased proficiency in utilizing multimodal resources. The study underscores the critical role of strategic policy integration in advancing multimodal literacy within language education, offering implications for policymakers, educators, and stakeholders. By promoting an inclusive learning environment, the framework serves as a catalyst for transformative practices that prepare students for success in a digitally interconnected world.
Kata Kunci:
multimodal literacy language education policy digital literacy student engagement 21st-century skills strategic framework
2026Q1JIF: 1.9SJR: 0.92
Innovative language education policies for literacy development in Indonesia’s 3T regions: Addressing access and equity challenges
E Wulandari, BM Ghaluh, M Suryaman, & ES Sari
Current Issues in Language Planning, 1-38.
Abstrak:
Indonesia's 3T regions – Terluar (Outermost), Terdepan (Frontier), and Tertinggal (Underdeveloped) – are areas where educational disparities are most acute, shaped by geographic isolation, socio-economic deprivation, and significant linguistic diversity. This study examines barriers to literacy development in three 3T-designated districts in West Sumatra Province (Mentawai Islands, Solok Selatan, and Pasaman Barat), evaluates current language education policies, and proposes context-sensitive approaches to improve literacy outcomes. Using an explanatory sequential mixed-methods design, the research integrates quantitative data from literacy assessments and surveys administered to 160 participants with qualitative insights from interviews and field observations. The findings reveal five compounding barriers: mismatches between students' mother tongues and the Bahasa Indonesia medium of instruction, socio-economic pressures reducing school attendance, chronic infrastructure deficits, shortages of teachers trained in multilingual pedagogy, and diminished student motivation. A disconnect between uniform national language education policies and the realities of extreme-periphery settings exacerbates these barriers. In response, the study proposes bilingual and mother-tongue-based instruction, conditional financial support, infrastructure investment, teacher capacity-building in culturally responsive pedagogy, and community-driven curriculum development. It contributes to Language Policy and Planning scholarship by arguing that prevailing frameworks require a structural-capacity dimension accounting for material conditions shaping policy implementation in contexts of compounded marginalization.
Kata Kunci:
language education policy literacy development Indonesia's 3T regions educational equity bilingual education
2025Q1JIF: 4.7SJR: 2.05
An artificial intelligence assistant to reader response theory: Pioneering novel analysis in the digital age
N Nursaid, BM Ghaluh, & E Wulandari
Language Teaching Research, 1-45.
Abstrak:
This study investigates the impact of an artificial intelligence (AI) assistant on reader response theory in novel analysis using a mixed-methods approach. It examines how AI-generated real-time feedback, powered by advanced machine learning and natural language processing, enhances interpretive possibilities beyond conventional methods, aligning with reader response theory's emphasis on reader-text interaction. The AI assistant, designed with Real-Time Theme Identification, Character Relationship Mapping, Symbolism Detection, and Interactive Literary Simulation, supports nuanced interpretations, uncovers underlying patterns, and fosters deeper engagement with literary texts. Participants (n = 100), aged 15–18 years, were divided into an experimental group (n = 50), which used the AI assistant for novel analysis, and a control group (n = 50), which relied on traditional literary analysis methods. Quantitative data were collected through pre- and post-study assessments of participants' interpretive skills, measured on a 100-point scale, while qualitative insights were gathered via in-depth interviews and focus groups. The AI's effectiveness in interpretive skills and comprehension was evaluated by comparing outcomes between groups. The results show that the experimental group markedly outperformed the control group, with a mean increase in interpretation scores from 70.5 (SD = 6.1) to 85.2 (SD = 5.8; t(49) = 5.23, p < .001), reflecting a 20.8% improvement in identifying textual connections and a 15% increase in offering diverse perspectives. In contrast, the control group's scores rose modestly from 69.8 (SD = 6.3) to 75.1 (SD = 6.2; t(49) = 2.14, p < .05), showing only a 7.6% improvement in textual connections and a 5% increase in diverse perspectives. Qualitative findings indicated improved comprehension, critical thinking, motivation, and emotional engagement, with 80% of participants reporting increased analytical confidence due to the AI assistant. These results suggest that AI integration advances reader response theory, improves interpretation, and enhances accessibility for diverse students in digital literary education.
Kata Kunci:
artificial intelligence educational technology language learning and teaching literary interpretation novel analysis reader response theory