Archive

Measuring Stimulating Higher-Order Thinking (SHOT) Among Elementary School: Constructions and Factor Analysis

Fauziyah, Aisa Nur Rahmayani, Nasriyah, Kinar Yoshie

Explaining of Executive Mathematics Problem-Solving (EM-PS) Self-Assessment Instrument for Elementary School Students: Exploratory Factor Analysis

Maulana Sodiq, Ainun Pratiwi, Fahri Dzhilal Nuruzzaman, Titis Pamulatsih

EFL Teachers’ Experiences of Integrating Technology into Formative Assessment Through Keller’s ARCS Model

Hossein Isaee

Exploring the Antecedents and Consequences of Challenging Behavior in Learners with Down syndrome: an Intervention for Teachers on Functional Behavior Assessment at Deborah Academy

Misahun Shumetu, Asmerom Tekle, Deborah Foundation

Mathematics and Language Self-Efficacy, Reading Interest, and Bullying as Predictors of Academic Achievement in Formal and Nonformal Education

Putri Ajeng Lestari, Silvi Maulidatul Fitri, Turinah Maryam, Herlina Tasya

Psychometric Evaluation of the Elementary School Student’s Percevied Teacher Trust Behavior Scale

Dina Siti Sakinah, Melisa, Ritasari

Learning Motivation and Self-Directed Learning as Mediators of Academic Resilience on Well-Being: A PLS-SEM Analysis

Diva Aurelia Putri, Arildwika Putra, Komariyah, Nabila Syalsya Az Zahwa Y

Interpersonal Relationships and Academic Performance: Discriminant Analysis and ANOVA of Elementary School Students

Naila Amania Fitriani, Fitriyah Nurunnisa, Sri Rahayu, M. Ridho Akbar

From Searching to Evaluating: How Generative AI Reshapes Involvement Load in Foreign Language Vocabulary Learning

Gulzhaina K. Kassymova, Olzhas Kenzhaliyev, Farid R. Kassimov

Supporting Low-Proficiency Learners in EFL Classrooms: Strategies for Inclusive Teaching

Edidiong Emmanual Akpan, Wildan Nurul Aini

This study investigated the instructional strategies employed by EFL teachers to support low-proficiency learners in inclusive classroom settings and examined the extent to which these strategies influenced learners’ participation and language achievement. Employing a mixed-methods approach with an exploratory sequential design, the study combined qualitative and quantitative data to provide a comprehensive understanding of inclusive teaching practices. Qualitative data were collected through semi-structured interviews with six EFL teachers and focus group discussions with students, while quantitative data were obtained from structured questionnaires and classroom-based assessments. The qualitative findings revealed that teachers implemented various inclusive instructional strategies, including scaffolding, peer collaboration, simplified and contextualized instruction, and differentiated tasks to accommodate learners’ diverse needs. The quantitative findings demonstrated that these strategies positively influenced students’ classroom participation and language achievement, particularly in vocabulary mastery, grammar accuracy, reading comprehension, and writing performance. The study further highlighted that supportive and flexible instructional practices contributed to increased learner confidence and engagement in classroom activities. Overall, the findings emphasize the importance of inclusive pedagogy in creating equitable and participatory EFL learning environments. The study also offers pedagogical implications for teachers, curriculum developers, and educational institutions in supporting low-proficiency learners more effectively.

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.

Loneliness and Social Connection in Online Higher Education: A Mixed-Methods Study of University Students’ Experiences

Norazmie Yusof, Akbar Fauzan

The rapid expansion of online higher education has transformed not only instructional practices but also students’ social and emotional learning experiences. This study explores university students’ experiences of loneliness and social connection in online higher education contexts through a convergent mixed-methods design grounded in Social Presence Theory. Quantitative and qualitative data were collected concurrently from university students who had experienced online learning for at least one academic semester. The quantitative phase involved an online survey administered to 102 students, while the qualitative phase consisted of semi-structured interviews with 12 purposively selected participants. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed through thematic analysis. The findings revealed that students experienced moderately high levels of loneliness alongside moderate levels of social connection, peer interaction, instructor interaction, and sense of belonging in online learning environments. Qualitative findings further demonstrated that students frequently perceived online learning as emotionally distant and socially limited due to reduced interpersonal interaction, limited visibility, and minimal emotional engagement. However, meaningful social connection remained possible through collaborative activities, instructor responsiveness, and active participation. The integration of findings suggests that loneliness and social connection coexist dynamically within digitally mediated educational environments. The study highlights the importance of social presence, interpersonal responsiveness, and interaction quality in fostering emotionally supportive online higher education experiences.