http://repository.unigal.ac.id:8080/handle/123456789/4 Nana Darna Thu, 27 Aug 2026 22:38:26 GMT 2026-08-27T22:38:26Z http://repository.unigal.ac.id:8080/handle/123456789/9206 MEREKONSTRUKSI CULTURALLY RESPONSIVE TEACHING: TELAAH FILOSOFIS, TEORETIS, DAN IMPLIKASI TERHADAP PRAKTIK PEMBELAJARAN PAJRIAH, SRI ABSTRAK Penelitian ini bertujuan untuk menganalisis landasan filosofis dan teoretis Culturally Responsive Teaching (CRT) serta merumuskan kerangka integratif yang dapat menjadi acuan dalam praktik pembelajaran yang responsif terhadap keberagaman budaya peserta didik. Penelitian menggunakan metode kajian konseptual melalui analisis dan sintesis literatur yang relevan mengenai CRT, pendidikan multikultural, konstruktivisme, humanisme, dan pedagogi kritis. Hasil kajian menunjukkan bahwa CRT berakar pada empat landasan filosofis utama, yaitu konstruktivisme, pendidikan multikultural, humanisme, dan pedagogi kritis yang secara bersama-sama membentuk prinsip-prinsip pengakuan terhadap identitas budaya peserta didik, inklusivitas, keadilan pendidikan, dan pemberdayaan peserta didik. Berdasarkan sintesis literatur, penelitian ini merumuskan Kerangka Integratif Culturally Responsive Teaching (KI-CRT) yang menghubungkan landasan filosofis, prinsip teoretis, dan implementasi praktis dalam perencanaan, pelaksanaan, serta asesmen pembelajaran. Kerangka tersebut menempatkan budaya peserta didik sebagai sumber belajar yang bermakna sekaligus sebagai dasar pengembangan lingkungan belajar yang inklusif dan berkeadilan. Temuan penelitian memberikan kontribusi konseptual bagi penguatan kajian CRT dan dapat menjadi rujukan bagi pendidik maupun peneliti dalam mengembangkan praktik pembelajaran yang lebih responsif terhadap keberagaman budaya pada konteks pendidikan abad ke-21. Thu, 30 Oct 2025 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/9206 2025-10-30T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/9205 IMPLEMENTASI NILAI-NILAI KEPAHLAWANAN IWA KUSUMASUMANTRI DALAM PEMBELAJARAN SEJARAH KELAS XI IPS VI SMAN 1 SINDANGKASIH PAJRIAH, SRI This study aims to describe the history learning process in class XI IPS 6 at SMAN 1 Sindangkasih by implementing the heroic values of Iwa Kusumasumantri in learning. Iwa Kusumasumantri is a national hero who was born in Ciamis, West Java, and is known as a freedom fighter, politician, and intellectual who played a role in the development of the nation. The heroic values discussed include social concern, love for the homeland, discipline, honesty, a love of reading, creativity, and curiosity. The research method used in this study is a qualitative method with a qualitative case study research design. Data collection techniques include observation, interviews, and documentation. The data sources used were primary and secondary data sources. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The research results showed that the implementation of Iwa Kusumasumantri's heroic values in history education using the PBL (Problem-Based Learning) model had a positive impact on students. As a result, students become more socially conscious in discussion interactions, disciplined in arriving on time, honest in collaborating, enthusiastic about reading to gather necessary information or data, creative in developing their work, and highly curious. Implementing the heroic values of Iwa Kusumasumantri as a local figure also enhances students' historical awareness Tue, 30 Jun 2026 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/9205 2026-06-30T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8973 Intercultural Communicative Competence: Indonesian EFL Lecturers' Beliefs, Classroom Efforts, Problems, and Solutions. Amalia, Suci Nugrah; Ratnawati, Ratnawati; Irawati, Rika; Virdyna, Nina Khayatul; Cahyono, Bambang Yudi The status of English as the world lingua franca calls for the integration of intercultural communicative competence (ICC) teaching in EFL classrooms. This research reports on Indonesian EFL lecturers’ beliefs about ICC, pedagogical and technological classroom efforts to improve students’ ICC, the encountered problems, and solutions in ICC teaching integration. The study employed the explanatory sequential mixed method in which quantitative data were obtained from 122 EFL lecturers throughout Indonesia using ICCBS online survey which was analyzed using descriptive statistics. The qualitative data were then collected from observation and interviews which were analyzed using interactive model analysis. The results showed that lecturers had high-level competence and positive beliefs in integrating ICC teaching into EFL classrooms. They also had used optimum pedagogical and technological efforts to integrate ICC into their classrooms. However, problems were still encountered by both lecturers and students in relation to challenges of multicultural issues, so some solutions and ICC-related teaching activities were required. Future studies might adapt various pedagogical and technological classroom practices to bring ICC into EFL classrooms at various levels of education. In addition, a longitudinal study needs to be conducted to explore factors interplaying in ICC. The status of English as the world lingua franca calls for the integration of intercultural communicative competence (ICC) teaching in EFL classrooms. This research reports on Indonesian EFL lecturers’ beliefs about ICC, pedagogical and technological classroom efforts to improve students’ ICC, the encountered problems, and solutions in ICC teaching integration. The study employed the explanatory sequential mixed method in which quantitative data were obtained from 122 EFL lecturers throughout Indonesia using ICCBS online survey which was analyzed using descriptive statistics. The qualitative data were then collected from observation and interviews which were analyzed using interactive model analysis. The results showed that lecturers had high-level competence and positive beliefs in integrating ICC teaching into EFL classrooms. They also had used optimum pedagogical and technological efforts to integrate ICC into their classrooms. However, problems were still encountered by both lecturers and students in relation to challenges of multicultural issues, so some solutions and ICC-related teaching activities were required. Future studies might adapt various pedagogical and technological classroom practices to bring ICC into EFL classrooms at various levels of education. In addition, a longitudinal study needs to be conducted to explore factors interplaying in ICC. Wed, 01 Oct 2025 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8973 2025-10-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8972 Students’ Perceptions of Artificial Intelligence Utilization in Online Self-Regulated Writing Activities to Enhance Learning Autonomy Ratnawati, Ratnawati; Mukminatien, Nur; Basthomi, Yazid; Laksmi, Ekaning Dewanti The study investigates students' perceptions on the use of artificial intelligence (AI) in online Self-Regulated Writing Activities (SRWA) and the factors that influence students' practices of online SRWA in promoting their autonomy. The mixed-methods research design of this study incorporated quantitative surveys of 78 students learning English as a foreign or second language and qualitative interviews with six selected students using purposive sampling. The collected data from the questionnaires and semistructured interviews were analyzed using descriptive statistics and thematic analysis. The findings reveal that the students showed positive perceptions of using AI in online SRWA to enhance their autonomy, which was affected by three factors: learning mode, ecological dimension, and individual aspect. Students are motivated to continue developing time management skills and maintaining a community of learning to enhance AI effectiveness in online self-regulation learning framework The study investigates students' perceptions on the use of artificial intelligence (AI) in online Self-Regulated Writing Activities (SRWA) and the factors that influence students' practices of online SRWA in promoting their autonomy. The mixed-methods research design of this study incorporated quantitative surveys of 78 students learning English as a foreign or second language and qualitative interviews with six selected students using purposive sampling. The collected data from the questionnaires and semistructured interviews were analyzed using descriptive statistics and thematic analysis. The findings reveal that the students showed positive perceptions of using AI in online SRWA to enhance their autonomy, which was affected by three factors: learning mode, ecological dimension, and individual aspect. Students are motivated to continue developing time management skills and maintaining a community of learning to enhance AI effectiveness in online self-regulation learning framework Sat, 31 Jan 2026 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8972 2026-01-31T00:00:00Z