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A Portrait of Teaching Writing in Online Classroom

Siti Lina Nurlina, Salsa Ayu Denistiani, Aldha Williyan

Nowadays, online classrooms are growing in popularity. Especially given the Covid-19 outbreak in Indonesia, which has forced online learning. This study aims to investigate online learning in EFL learners’ writing classrooms. This study uses a qualitative method and a descriptive qualitative research design to examine in detail how teachers teach EFL learners in online writing. Researchers collected data through the technique of nonparticipant observation, and the researcher "observes from the sidelines" the action being observed. The results of this study reveal that the observed teacher's teaching method is not consistent with the four reference strategies employed by the researchers. The four strategies include; building knowledge of field, modeling of text, joint construction of text, and independent construction of text. Because, after being observed, the teacher employs only one strategy to teach writing, specifically building knowledge of field.

The relationship between critical thinking and student learning independence in mathematics learning in Elementary School

Wawa Tilawatila, Dea Adinda, Ridwan Gunawan

Critical thinking skills are an important foundation for individuals in the modern era. This ability is not only needed at a high level, but also from an early age, including in elementary schools. Unfortunately, its application in elementary schools is still minimal. Assessing the critical thinking skills of 4th grade students in the material of perimeter and area of a square, analyzing its relationship with learning independence, and knowing the level of student understanding of the material. Quantitative research with descriptive and correlational design. A sample of 7 4th grade students was selected by purposive sampling. Data were collected through questionnaires and questions. Data were analyzed using inferential statistics. Students' critical thinking skills are still low. There is a significant positive relationship between learning independence and critical thinking skills. Students' level of understanding of the perimeter and area of a square still needs to be improved. Critical thinking skills of 4th grade students in the material of the perimeter and area of a square need to be improved. Efforts to improve students' critical thinking skills need to be made by paying attention to the important role of learning independence. In addition, learning the perimeter and area of a square needs to be designed more effectively to improve students' understanding. These findings provide important implications for educators to: (1) Increase the focus on developing students' critical thinking skills in learning; (2) Integrate aspects of learning independence in learning to support the development of students' critical thinking skills; (3) Design more effective and student-centered learning of the perimeter and area of a square. This research is expected to contribute to the development of mathematics learning in elementary schools, especially in improving students' critical thinking skills and learning independence in square perimeter and area material.

Reza umairi

Who Am I as a Learner in the Age of Artificial Intelligence?: Exploring University Students' Identity Construction in AI-Mediated Learning

Roy Venketsamy, Naelul Rohmah

The rapid integration of artificial intelligence (AI) into higher education has transformed how students access information, engage with learning tasks, and construct knowledge. While previous studies have primarily focused on the adoption, effectiveness, and ethical implications of AI-assisted learning, limited attention has been given to how AI influences students’ identities as learners. This study explores how university students construct their learner identities in the era of artificial intelligence. Employing a qualitative phenomenological design, the study involved six higher education students who regularly used generative AI technologies to support their academic learning. Data were collected through semi-structured interviews and a focus group discussion and analyzed using inductive thematic analysis. The findings revealed four interconnected themes: becoming an AI-enhanced learner, negotiating independence and dependence in learning, redefining competence and expertise, and envisioning future-ready learner identities. Participants perceived AI as a learning companion that enhanced their capabilities while simultaneously requiring them to negotiate issues of autonomy, responsibility, and authenticity. The findings further indicated that students increasingly defined competence in terms of critical evaluation and effective human-AI collaboration rather than information acquisition alone. Moreover, participants’ engagement with AI was strongly connected to their aspirations for future academic and professional participation. The study contributes to the growing literature on AI in higher education by highlighting the identity-related dimensions of AI-mediated learning and offering insights into what it means to be a learner in an increasingly AI-driven educational landscape.