Jul 2026· IJEE (Indonesian Journal of English Education)· Vol 13· 0 citations
TL;DR
The absence of interactive digital features indicates that the textbook emphasizes conceptual understanding over engaging students in digital activities, which underscores the need for a more structured and balanced approach to integrating digital practices into the curriculum, so that students can improve their digital literacy more effectively.
Abstract
This study examines how digital representations are incorporated into the English textbook for senior high school students in Indonesia titled Life Today (2022), published by the Ministry of Education, Culture, Research, and Technology. Given rapid technological advancements, English language curricula should reflect how digital technologies are integrated into learning and support the development of students’ digital literacy. It remains unclear how much digital content is covered in the book. This study employs qualitative content analysis of the book’s 24 sections, highlighting three main aspects: digital devices, digital activities, and digital culture. Findings indicate the presence of digital elements, though they are not evenly distributed across all chapters and sections. Digital activities appear with increasing frequency, while digital devices and cultural elements are not always presented consistently. Furthermore, digital elements mostly appear through tasks requiring responses, which tend to hinder students’ active participation. The absence of interactive digital features indicates that the textbook emphasizes conceptual understanding over engaging students in digital activities. These results underscore the need for a more structured and balanced approach to integrating digital practices into the curriculum, so that students can improve their digital literacy more effectively.
Reading literacy among Indonesian elementary school students remains relatively low, as reflected in Indonesia’s PISA 2022 reading score of 359, which is considerably below the OECD average. This condition underscores the urgent need for innovative, technology-based learning media, including interactive digital comics. Despite the increasing number of studies on digital learning media, systematic evidence specifically addressing interactive digital comics in Indonesian language learning for lower-grade elementary students remains limited. This study aimed to identify research trends, examine learning effectiveness, and map the strengths, limitations, and research gaps related to interactive digital comics published between 2020 and 2025. This study employed a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Literature was collected from Google Scholar, Scopus, and ERIC databases. From 800 identified articles, 30 studies met the inclusion criteria after screening, eligibility assessment, and quality evaluation using the Mixed Methods Appraisal Tool (MMAT). Data were analyzed through thematic and narrative synthesis, supported by bibliometric mapping using VOSviewer. The findings revealed a significant increase in studies on interactive digital comics after 2021, particularly on Android- and web-based platforms integrated with multimedia features. Most studies reported positive effects on reading comprehension, vocabulary mastery, learning motivation, and student engagement. However, research gaps remain in longitudinal studies, large-scale experiments, local cultural integration, and the assessment of affective learning. Interactive digital comics demonstrate strong potential as multimodal learning media for elementary language education.
Indah Aviolita Herawati, A. Cahyani, S. Sudarmin et al.· Journal of Innovation and Re...· 0 citations
Moral education has become an important concern in English Language Teaching (ELT) materials, as coursebooks are expected to support both language development and learners’ character formation. In Indonesia, this role is reflected in the prescribed Student Profiles. This study aims to examine how moral values are represented in Indonesian Grade 7 English coursebooks from a multimodal perspective. Employing qualitative content analysis, the study analyzes three widely used coursebooks, namely English for Nusantara, Bright an English, and Interactive English, using Kress and van Leeuwen’s (2006) multimodal framework and the six dimensions of the prescribed Student Profiles. The findings reveal that moral values are conveyed both explicitly and implicitly through verbal texts, visual images, and learning activities; however, their distribution is uneven, with certain values consistently prioritized while others remain marginal. The analysis also shows differing orientations toward local and global moral values across the coursebooks. These findings suggest that although multimodal resources enrich moral meaning-making, their effectiveness depends on pedagogical framing and opportunities for critical engagement. The study concludes that a more balanced and critically mediated integration of moral values is needed to better support learners’ moral development, with implications for coursebook design and classroom practice.
Primita Arif Carabella, A. Ashadi· Journal of Languages and Lan...· 0 citations
Digital literacy has become a core condition of English language teaching (ELT) because teachers and students increasingly work with online information, multimodal media, digital platforms, and artificial intelligence. This study investigated the digital literacy skills that senior high school English teachers considered essential for supporting ELT and the challenges they encountered when employing those skills. A descriptive qualitative design was used with ten purposively selected English teachers from senior high schools in Jakarta. Data were generated through 19-question semi-structured interviews conducted online and face to face and analyzed thematically with ATLAS.ti supporting coding and data management. The analysis used Trilling and Fadel’s information, media, and technology literacy domains. Information literacy accounted for the largest share of coded responses (45.80%), followed by media literacy (27.54%) and technology literacy (26.67%). Teachers described information literacy as the basis for finding, checking, adapting, organizing, and ethically using digital resources; media literacy supported interpretation and multimodal design; and technology literacy enabled research, communication, collaboration, assessment, and content production. Four interrelated challenges were identified: limited access and infrastructure, insufficient training and uneven teacher competence, institutional and contextual barriers, and student-related and pedagogical issues. Effective digital literacy integration therefore depends on critical judgment, pedagogically aligned technology use, sustained professional learning, equitable access, and institutional support rather than devices alone.
Learning materials at the elementary level are often used as the main source for developing students’ basic language skills. However, beyond their surface function, textbooks may also carry implicit meanings that influence how students understand the world around them. This study investigates the hidden curriculum embedded in the Grade 4 English student textbook (LKS) titled My Next Words Grade 4 “Student’s Book for Elementary School”, published by the Indonesian Ministry of Education, Culture, Research, and Technology in 2021. This research uses a discourse analysis approach to explore how gender is represented through character names, assigned roles, language use, and activity contexts across the twelve units in the textbook. The results show that there is a pattern of gender asymmetry in the material, where female characters, especially Cici, are more frequently associated with domestic activities such as cooking, cleaning, and taking care of others, while male characters such as Joshua, Made, and Fahri appear in more varied and active roles in broader contexts. These patterns indicate that the textbook does not only function as a tool for language learning, but also implicitly conveys traditional gender roles to students. This study highlights the importance of developing more balanced and inclusive learning materials to support a fair understanding of gender roles from an early stage.
Yulianto Aditia, I. Amalia, Quthrotun Ni'mah et al.· Priviet Social Sciences Jour...· 0 citations
The rapid digital transformation in preservice teacher education requires future teachers not only to use digital technologies but also to design innovative learning practices that address real-world educational needs. However, many programs still emphasize technical skills rather than the meaningful integration of digital competencies into authentic professional contexts. This study aims to examine how digital literacy is developed among preservice teachers in Islamic higher education institutions and to formulate a practical-life-based digital literacy framework to support their digital transformation. A qualitative multiple case study was conducted at two Indonesian Islamic universities. Data were collected through semi-structured interviews with faculty leaders and program administrators, analysis of curriculum documents, student digital portfolios, and observations of technology-enhanced learning environments. Data analysis followed an interactive model and thematic analysis supported by NVivo to ensure systematic coding and interpretation. The findings reveal that digital literacy development is shaped by institutional policy, curriculum integration, and practical-life-based learning activities, forming a digital ecosystem that transforms preservice teachers into innovative and reflective digital practitioners.
Uswatun Hasanah, Arpinda Syifa Awalin, Annas Ribab Sibilana et al.· Primary Jurnal Pendidikan Gu...· 0 citations
The development of digital technology has influenced the learning preferences of students at the elementary level, including in the context of Islamic education. Intensive use of gadgets presents both challenges and opportunities in strengthening Quranic literacy. This study aims to analyze and describe teachers' strategies in managing students' digital preferences to strengthen Quranic literacy at Madrasah Ibtidaiyah Nurul Falah Majalaya - Karawang. The study used a qualitative approach with a case study type. Data were collected through participatory observation, in-depth interviews, and documentation studies, then analyzed interactively through data reduction, data presentation, and drawing conclusions. The results show that teachers' strategies are implemented through three main approaches: digital media integration in Quranic learning, literacy habits based on school culture, and collaboration with parents in supervising gadget use. Teachers direct the use of Quranic applications and audio-visual media in a controlled manner so that students' digital preferences are shifted to educational activities. The culture of morning literacy and intensive communication with parents strengthens the continuity of strategies at school and at home. The implications of this research emphasize the importance of redefining the role of teachers as adaptive and contextual managers of digital preferences in Islamic education. These findings contribute to the development of Qur'anic pedagogical practices that are responsive to the dynamics of the digital era.
Yeti Nurdiningsih, Devi Sulaeman, M. A. Musyadad et al.· Indonesian Journal of Islami...· 0 citations
