From Digital Tools to Pedagogical Orchestration: English Teachers’ Practices under Indonesia’s Independent Curriculum
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Keywords:
Digital Tools; English Language Teaching; Independent CurriculumAbstract
The rapid advancement of digital technology, combined with shifts in curriculum policy following the COVID-19 pandemic, has significantly transformed the learning landscape in Indonesia. In particular, the government’s introduction of the Independent Curriculum, which focused on student-centered learning and technology integration, marks a major step toward modernizing education. This research deals with the use of digital learning materials in English classrooms and the difficulties encountered by teachers. This research was conducted at SMP Negeri 6 Banjarmasin and MAN Tanah Bumbu with a case study approach. Data were collected through interviews with English teachers, document analysis, and classroom observations. The results show that teachers are using a variety of digital tools, such as Word Wall, Quizizz, YouTube, and PowerPoint, and AI tools such as Gemini and ChatGPT. These resources allow for more interactive instruction, more testing, and observed opportunities for participation or teachers' perceptions. The study highlighted some of the educational challenges, including poor classroom infrastructure, unequal access to digital devices among students, poor internet connectivity, and poor teacher preparation. In conclusion, while digital media offer promising opportunities to enrich English language teaching within the Independent Curriculum framework, their full potential is still hindered by technical, infrastructural, and pedagogical barriers. This research provides practical insights into the realities of integrating digital learning in schools and offers recommendations to strengthen digital infrastructure and support teacher development.
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