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Declined MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Reimagining Teacher Education in the Digital Era: Integrating Innovation and Technology for Future-Ready Educators

Tri Shandra Utami

The rapid advancement of digital technology has transformed educational landscapes and reshaped the competencies required of future teachers. This study explores how innovation and technology are integrated into teacher education and how these integrations contribute to the development of pedagogical, professional, and digital competencies. Grounded in the frameworks of digital pedagogy and teacher professional learning, this article examines the role of emerging technologies, innovative instructional models, and reflective practices in preparing pre-service teachers for contemporary classrooms. Using a qualitative descriptive approach, data were collected through document analysis and semi-structured interviews with teacher educators and pre-service teachers in a teacher education program. The findings reveal that technology integration promotes collaborative learning, supports reflective practice, enhances instructional design skills, and fosters adaptive teacher agency. However, challenges such as uneven digital literacy, limited institutional support, and pedagogical misalignment remain significant. This study highlights the importance of systematic pedagogical innovation, sustained professional development, and context-sensitive technological adoption in teacher education. The study offers implications for designing transformative teacher education programs that are responsive to the demands of Education 4.0 and beyond.

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Under Review MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Investigating Students’ Informal Use of AI Tools during University English Classes

Reni Apriani, Shibani Basu Dubey.

The rapid proliferation of artificial intelligence (AI) tools has transformed how university students engage with English learning, often beyond formal instructional designs. This qualitative study investigates students’ informal use of AI tools during university English classes and examines how they interpret the role of these tools in shaping their learning experiences and classroom engagement. Drawing on classroom observations and semi-structured interviews, the study explores the ways students independently integrate AI tools such as translation, paraphrasing, and generative assistance to support comprehension, participation, and task completion in real time. The findings reveal that students employ AI tools strategically to manage linguistic challenges, maintain engagement, and enhance confidence, while simultaneously negotiating concerns related to overreliance and academic norms. Students generally perceive AI as a supportive, complementary resource rather than a substitute for instruction or effort. By foregrounding informal and learner-initiated AI use, this study contributes to current discussions on AI integration in English language education, highlighting the importance of recognizing students’ everyday practices and perspectives when developing pedagogical and policy responses to AI-enhanced learning environments.

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Under Review MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Exploring Students’ Use of AI Translation and Paraphrasing Tools during Academic Reading

Endang Siti Nurkholidah, Shafiq ur Rehman

The increasing availability of AI translation and paraphrasing tools offers new possibilities for supporting English as a Foreign Language (EFL) students’ academic reading. This qualitative study explored how university students use these tools across the before-, during-, and after-reading stages and how such use facilitates comprehension and meaning-making. Data were collected through think-aloud protocols, reading journals, and semi-structured interviews and analyzed thematically. Findings reveal that students engage with AI tools in a strategic and reflective manner, employing translation for lexical support, paraphrasing for structural simplification, and both tools for reflective consolidation. Students’ use of AI was stage-specific: pre-reading translation enabled previewing and activation of prior knowledge; during reading, paraphrasing supported comprehension monitoring and verification; after reading, students consolidated understanding through summarization and clarification. The study highlights that AI tools function as both cognitive and metacognitive scaffolds, extending learners’ capacity to navigate complex academic texts while promoting learner agency and self-directed reading. These insights offer practical implications for integrating AI tools into academic literacy instruction and suggest avenues for future research on longitudinal effects, disciplinary differences, and adaptive strategies for diverse proficiency levels.

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Published GENFABET: Generasi Pendidikan Dasar • 2026

Analisis Pengaruh Dimensi Kecemasan Terhadap Sikap Belajar Matematika Siswa Sekolah Dasar

Tri Yanti

This study aims to analyze the effect of anxiety on elementary school students' attitudes in learning mathematics, focusing on two dimensions of anxiety: cognitive and somatic. This study uses a descriptive quantitative approach with a path analysis method based on Partial Least Square (PLS). Data were obtained through a closed questionnaire that had been tested for validity and reliability, and distributed to 50 elementary school students. The results of the analysis showed that cognitive anxiety had a significant effect on students' attitudes (p

Published: 01 Feb 2026 View Details

Declined MIREJ: Multidisciplinary Innovation Research Journal

Studi Tentang Kesulitan Fokus Anak dalam Pembelajaran: Tinjauan Psikologis dan Edukatif

Adillah Hasibuan, Hilda Zahra Lubis, M. Pd

The advancement of technology and the transformation of learning methods in the modern era have brought positive impacts to children's education. However, these developments also pose challenges, including increasingly complex focus difficulties among children. These focus difficulties affect children's academic, social, and emotional aspects. This study aims to identify the factors contributing to focus difficulties, encompassing psychological and educational aspects, and their impact on the learning process. From a psychological perspective, focus difficulties are often linked to emotional conditions such as anxiety and disorders like ADHD. Meanwhile, educational factors include teaching methods, curricula, and less conducive learning environments. This research employs a literature review method, with data collection conducted by searching, reading, analyzing, and citing relevant information from available literature. The data obtained is analyzed using a content analysis approach. This study highlights the importance of a holistic approach, both through psychological interventions and adjustments in teaching methods, to create a learning environment that supports children's focus abilities. The findings are expected to serve as a foundation for educators, parents, and psychologists in supporting children's optimal development through interactive and adaptive learning strategies.

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Copyediting MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Enhancing Oral Communication in Real Time: University Students’ Self-Directed Use of AI-Powered Speech Recognition in English Classrooms

Masrurotul Ajiza, Ali Said Al Matari, Muthmainnah Muthmainnah

The increasing availability of AI-powered speech recognition has created new possibilities for supporting oral communication in English classrooms. This study explores how university students use AI-powered speech recognition tools in a self-directed manner during real-time speaking activities and how they perceive the usefulness of these tools for enhancing oral communication. Adopting a convergent mixed-methods design, the study integrates qualitative data from classroom observations and semi-structured interviews with quantitative data from a descriptive Likert-scale questionnaire. The qualitative findings reveal that students use speech recognition strategically to monitor intelligibility, rehearse spoken output, and manage speaking-related anxiety during communicative tasks. Rather than replacing interaction, the tool functions as a flexible support that learners draw on selectively according to situational needs. The quantitative results indicate generally positive perceptions of the tool’s usefulness, particularly in relation to confidence, fluency awareness, and ease of use. By combining observed practices with learners’ reported perceptions, this study offers a classroom-grounded account of AI-powered speech recognition use in real-time speaking contexts. The findings contribute to ongoing discussions on AI-assisted language learning by highlighting the pedagogical potential of speech recognition as a learner-oriented resource for supporting oral communication.

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Copyediting MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Supporting Spoken Interaction in Academic Settings: Students’ Use of Real-Time AI Transcription in EFL Classrooms

Irma Ratna Ningsih, Ken Paul M. Espinosa

Abstract: This study explores EFL students’ use of real-time AI transcription to support spoken interaction in academic classroom settings and examines their perceptions of its role during oral activities. Adopting an exploratory mixed-methods design, the study integrates qualitative data from classroom observations and semi-structured interviews with quantitative data from a self-report questionnaire. The qualitative findings reveal that students employ AI transcription in self-directed and interaction-sensitive ways, such as monitoring speech accuracy, managing communication breakdowns, supporting turn-taking, and reducing anxiety during real-time interaction. These practices indicate that AI transcription functions not merely as a corrective aid but as an interactional resource embedded within ongoing classroom discourse. Quantitative results further show generally positive student perceptions regarding the usefulness of real-time AI transcription for enhancing clarity, confidence, and engagement in spoken interaction. By foregrounding students’ situated practices and experiences, this study contributes to emerging research on AI-mediated spoken communication in EFL contexts. The findings suggest that real-time AI transcription holds pedagogical potential when integrated flexibly and responsively to learners’ communicative needs, offering insights for educators seeking to support spoken interaction through AI-enabled technologies.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

DIPLOMASI KULINER SEBAGAI ALAT SOFT POWER: STUDI KASUS PROMOSI MASAKAN INDONESIA DI KOREA SELATAN

A'izzatun Nisa'i

Penelitian ini mengkaji praktik diplomasi kuliner Indonesia di Korea Selatan sebagai instrumen soft power untuk memperkuat citra nasional dan hubungan antar-masyarakat. Menggunakan metode kualitatif dengan desain studi kasus, data dikumpulkan melalui studi pustaka dari berbagai sumber sekunder seperti jurnal ilmiah, laporan pemerintah, dan media massa. Hasil penelitian menunjukkan bahwa diplomasi kuliner Indonesia di Korea Selatan diimplementasikan melalui berbagai saluran, termasuk festival budaya tahunan oleh KBRI Seoul, partisipasi dalam pameran internasional seperti Paviliun ASEAN, peran restoran Indonesia sebagai duta budaya informal, serta kolaborasi strategis seperti sponsor produk kopi dalam drama Korea. Upaya ini melibatkan kolaborasi aktor negara dan non-negara, mulai dari pemerintah hingga komunitas diaspora dan pelaku usaha. Diplomasi kuliner terbukti berkontribusi dalam membangun persepsi positif mengenai keberagaman budaya Indonesia, meningkatkan daya tarik wisata, serta membuka peluang ekonomi di sektor pangan. Meskipun demikian, penelitian ini menyimpulkan bahwa Indonesia masih perlu memperkuat konsistensi program dan strategi branding agar dapat bersaing lebih efektif dengan keberhasilan gastrodiplomasi Korea Selatan (Hallyu) di kancah internasional.

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Declined DUTIES: Education and Humanities International Journal

Exploring the Effectiveness of Mobile-Assisted Language Learning (MALL) on Vocabulary Retention in TEFL Classrooms

Ulfa Mafridoh

Abstract: This study examines the impact of Mobile-Assisted Language Learning (MALL) on vocabulary retention among TEFL learners. Using a mixed-methods design, the research combined quantitative analysis of pre- and post-tests with qualitative data from semi-structured interviews and student reflections. Quantitative results indicated significant improvements in the number of correctly recalled words and retention rates after four weeks of using mobile applications such as Quizlet and Duolingo. Qualitative findings revealed that learners perceived MALL as engaging, flexible, and supportive, enhancing motivation, self-paced learning, and awareness of challenging vocabulary. The study highlights the potential of MALL to complement traditional TEFL instruction, while emphasizing the importance of guided integration to promote disciplined practice and learner autonomy. Implications for curriculum design and future research on technology-assisted vocabulary learning are discussed.

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Declined DUTIES: Education and Humanities International Journal

The Role of AI in Enhancing Writing Fluency and Accuracy in English as a Foreign Language Classrooms

Rahma Chairani

This study explores the role of artificial intelligence (AI) writing tools in enhancing writing fluency and accuracy among English as a Foreign Language (EFL) students. Adopting a mixed-methods design, the research combined quantitative analysis of pre- and post-writing tasks with qualitative data from semi-structured interviews and student reflections. Quantitative findings revealed that AI-assisted writing significantly increased word count and writing speed while reducing grammatical and lexical errors. Qualitative insights indicated that students perceived AI as a supportive partner that facilitated idea generation, sustained writing flow, and promoted self-reflection on language use. The study highlights the potential of AI to complement traditional writing instruction, emphasizing the importance of guided integration to foster learner autonomy and avoid overreliance. Implications for curriculum design and pedagogical practices in EFL contexts are discussed, along with suggestions for future research on AI-supported writing instruction.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

ANALISIS BULLYING DISEKOLAH DASAR NEGERI 064965

Tria Fitriana, nanda amelia, rahma eka

AbstractThis qualitative descriptive study aims to analyze the forms, impacts, and underlying factors of bullying behavior at Public Elementary School 064965. Data were collected through in-depth interviews with 15 students (both victims and perpetrators), 5 teachers, and 2 school counselors, supplemented by observation during recess and in classrooms. The findings reveal that verbal bullying (mockery, insults) and social exclusion are the most prevalent forms, occurring frequently in unsupervised areas such as bathrooms and the schoolyard. The psychological impact on victims includes decreased academic motivation, anxiety, and reluctance to attend school. Analysis indicates that contributing factors stem from a confluence of the school environment (lack of supervision, inadequate conflict resolution mechanisms), family background (exposure to aggressive behavior at home), and individual tendencies (desire for dominance, peer pressure). This study concludes that bullying at SD Negeri 064965 is a systemic issue requiring a comprehensive intervention. Recommendations include implementing a whole-school anti-bullying policy, establishing a peer mediation program, and conducting regular psychosocial training for teachers and parents to foster a safer and more inclusive school climate.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

Menumbuhkan Karakter Siswa Melalui Pemanfaatan Literasi Digital

Naja Munifa

Perkembangan teknologi digital telah membawa perubahan signifikan dalam dunia pendidikan, khususnya dalam proses pembelajaran dan pembentukan karakter siswa. Di satu sisi, teknologi digital memberikan kemudahan akses informasi dan meningkatkan motivasi belajar siswa, namun di sisi lain juga menghadirkan tantangan berupa krisis nilai karakter apabila tidak diimbangi dengan penguatan pendidikan karakter. Artikel ini bertujuan untuk mengkaji secara mendalam bagaimana pemanfaatan literasi digital dapat berperan dalam menumbuhkan dan memperkuat karakter siswa. Metode penelitian yang digunakan adalah pendekatan deskriptif-kualitatif dengan studi pustaka terhadap berbagai jurnal dan buku yang relevan. Hasil kajian menunjukkan bahwa literasi digital memiliki peran strategis dalam menanamkan nilai-nilai karakter seperti tanggung jawab, kejujuran, disiplin, kerja sama, dan etika digital, khususnya ketika diintegrasikan dalam proses pembelajaran secara terencana dan diawasi oleh guru serta orang tua. Literasi digital tidak hanya berfungsi sebagai sarana pembelajaran, tetapi juga sebagai media pembentukan karakter siswa agar mampu bersikap bijak, kritis, dan bertanggung jawab dalam menghadapi arus informasi di era digital.

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