Journal La Edusci

Exploring AI's Ethical Impact on Teacher-Student Dynamics in English Language Learning

2025-03-23T09:23:58+07:00

This study explores the impact of Artificial Intelligence (AI) in English as a Foreign Language (EFL) learning, aiming to understand how AI influences teacher-student dynamics, the ethical challenges involved, and students' perceptions of AI in the classroom. The research adopts a qualitative ethnographic approach, engaging with 220 students and 58 lecturers from universities in the Jabodetabek region. Data were collected through participant observation, in-depth interviews, and document analysis, focusing on the integration of AI tools such as ChatGPT and Gamma. Thematic analysis was employed to identify key patterns in teacher-student interactions, ethical concerns, and student engagement. Findings indicate that AI enhances student autonomy and learning personalization while reducing the direct communication between teachers and students. Ethical challenges identified include data privacy concerns, the risk of over-dependency on AI, and the potential dehumanization of the learning process. From the student perspective, AI reduces language anxiety and increases engagement through flexible, personalized learning experiences, but some students miss the emotional connection traditionally provided by human teachers. The study concludes that while AI offers significant educational benefits, careful consideration must be given to maintaining ethical standards and human-centered teaching practices. Future research should focus on integrating AI tools that support not only cognitive learning but also emotional and ethical aspects to ensure balanced educational outcomes.

The Application of Project-Based Learning with Constructivism Theory in Enhancing Creativity of Elementary School Students: A Literature Review

2025-03-19T09:23:02+07:00

The age of twenty-first century demands the development of creative abilities that begins during childhood. Project-Based Learning (PBL) which derives from constructivist theory functions as an efficient method to develop creativity in elementary school environments. Researchers have conducted an organized review of scholarly works that analyze how PBL influences creativity development through evaluation of fluency and flexibility together with originality and elaboration. The research indicates PBL enables students to become autonomous while engaging them and collaborating with peers which leads them to acquire creative problem-solving skills applicable to actual scenarios. The extensive use of PBL faces various obstacles that prevent its full implementation. The main barriers to PBL's implementation include restricted time availability and insufficient teacher capacity and lack of resources and inadequate assessment systems for creativity. Lack of schooling for PBL implementation exists among numerous instructors while rigid curricular frameworks usually constrain project-based methods. The inability of traditional assessment methods to accurately determine creativity creates boundaries in measuring long-term effects. The complete implementation of PBL in elementary education requires policy revision combined with teacher training programs and different assessment approaches specific for creative learning. These challenges need proper resolution so PBL can establish classrooms as student-engaging learning spaces for developing students who succeed in school and work. Future research about PBL demands extensive investigations of its enduring creativity effects together with effective methods to enlarge its application across different educational environments.

A Sociolinguistic Approach to Language Levels in Social Interaction and Cultural Identity

2025-03-19T09:22:35+07:00

This study explores the application of a sociolinguistic approach to language variations in the context of social interaction and cultural identity, particularly in the teaching of reading. By employing a qualitative research methodology, the study examines how formal and informal language, idiomatic expressions, and culturally specific terms within texts influence students’ reading comprehension and cultural literacy. Data were collected through interviews and discourse analysis involving students and educators engaged in reading instruction, with diverse texts such as literary works, folk tales, and non-formal narratives serving as primary materials. Findings indicate that students’ awareness of language variations significantly enhances their ability to decode contextual and cultural nuances, enabling deeper engagement with texts. Students who recognized the implications of linguistic choices—such as the use of formal versus informal registers—were better equipped to analyze character interactions, social dynamics, and embedded cultural values. Challenges emerged when students encountered idiomatic or culturally specific expressions, but these were mitigated through contextual analysis, consultation with external resources, and guided instruction. This study highlights the transformative potential of integrating sociolinguistic principles into reading pedagogy. It underscores the importance of fostering students’ critical literacy skills by exposing them to diverse linguistic styles and encouraging discussions on how language reflects social and cultural identities. The findings suggest that such approaches not only enhance reading comprehension but also promote cultural awareness and sensitivity, preparing students to navigate the complexities of a linguistically and culturally diverse world.

The Influence of Image Media on Early Childhood Learning Motivation

2025-05-07T09:35:21+07:00

This study investigates the impact of image-based media on early childhood learning motivation at Al-Furqon Islamic Kindergarten in Makassar, Indonesia. From the perspectives of intrinsic motivation and multimedia learning the study implements both quantitative data with a quasi-experimental one-group pretest–posttest design and qualitative classroom observation methods. The intervention involved Group B children viewing visual materials showing familiar cultural farm animals and their settings. This section included nineteen participants. After implementing image media the learning motivation scores of participants significantly increased as confirmed by a paired sample t-test (p < 0.05; Cohen’s d = 4.73) indicating a very large effect size. The qualitative results demonstrated that participants showed higher levels of emotional engagement along with verbal communication and they continued tasks while working with peers based on classroom observations. The research shows that image-based media help both increase motivation levels and encourage valuable cognitive and social engagement during early childhood education. This study demonstrates how culturally relevant visual content available at low cost can build highly engaging learning places that respect child development in underfunded early education facilities. The paper presents implications for early childhood motivation research together with recommendations for educational implementation.

The The Use of Augmented Reality Diorama Media in Natural and Social Sciences Subjects for Fourth Grade Elementary School

2025-05-17T09:34:27+07:00

Fourth-grade elementary students learn Natural and Social Sciences thanks to the pedagogical effects of employing Augmented Reality (AR) diorama media. The study utilizes descriptive qualitative methods to determine how students respond cognitively, conceptually and emotionally to learning environments based on AR technology. The author collected data using interviews combined with observations which involved a descriptive analysis for learner performance alongside participation monitoring. AR dioramas create multi-sensory learning conditions which help students interact directly with contextualized educational content to explore scientific and social phenomena better. The technology improved student motivation and created individualized learning paths at the same time that it supported education practices built on principles of Universal Design for Learning (UDL). The study exposed two main hurdles to implementation: restrictions from technology usage combined with the necessity to properly integrate learning methods. The research findings emphasize that teachers should mediate between students and instructional programs through strategic implementation. The study confirms that thoughtfully implemented AR diorama media functions as an effective transformative tool for educational development by connecting novel methodologies with intentional educational practices.