Transforming Higher Education: The Central Role of AI in Personalized Learning for University Students Anselmus Sudirman Ethical Legal and Pedagogical Perspectives on AI in Education, 2026 This chapter examines the potential of Artificial Intelligence (AI) to transform higher education, with a focus on personalized learning. The ability of AI to tailor educational experiences significantly improves student engagement, motivation, and academic achievement. The integration of AI introduces ethical challenges, such as data privacy concerns, algorithmic bias, and the need for human oversight in educational practices. Furthermore, although AI can automate specific educational processes, the role of lecturers is crucial in delivering pedagogical interpretation and emotional support. The implementation of balanced strategies integrates AI with conventional teaching methods, recognizing the significance of human insight in fostering critical thinking and maintaining academic integrity. Higher education institutions can responsibly leverage AI's capabilities to develop inclusive, personalized, and equitable learning environments by fostering collaboration among lecturers, policymakers, and technology providers.
Students’ reflections on integrating theory and practice in translation: A qualitative study of an academic–practitioner collaborative course TMA Kristanto, Anselmus Sudirman English Language Teaching Educational Journal, 2025 This research examines students' reflections on the integration of theoretical knowledge and practical application within a translation curriculum that combines academic instruction with sessions led by industry practitioners. Sixteen students in their fifth semester from the English Education Department of Universitas Sarjanawiyata Tamansiswa participated in this investigation, having engaged in both theoretical lectures and practical workshops as components of the Principles in Translating and Interpreting course. Data were obtained through reflective journals and semi-structured interviews, subsequently undergoing thematic analysis. The results indicate that academic sessions provided crucial theoretical foundations, whereas practitioner-led activities facilitated students in applying, testing, and attaining a deeper comprehension of these theories within authentic translation environments. Systematic reflection enabled students to identify challenges, develop effective translation strategies, and enhance their confidence and professional mindset. Many participants reported shifting from seeing themselves solely as students to perceiving themselves as emerging professionals. Supported by recent research highlighting reflective practice as a catalyst for developing professional competence and learner autonomy, these findings underscore the value of designing translation curricula that integrate theory, real-world practice, and structured reflection. The study further suggests that such integration can strengthen students’ readiness for the demands of professional translation work and guide curriculum developers in creating more practice-oriented, reflective learning environments.
Reinforcing Reflective Practice through Reflective Writing in Higher Education: A Systematic Review Anselmus Sudirman, Adria Vitalya Gemilang, Thadius Marhendra Adi Kristanto, Rr. Hasti Robiasih, Isti’anatul Hikmah, Andhi Dwi Nugroho, J. C. Setyo Karjono, Titi Lestari, Theresia Laksmi Widyarini, Afria Dian Prastanti, Moh. Rusnoto Susanto, Burhanudin Rais International Journal of Learning Teaching and Educational Research, 2024 Reflective practice provides positive reinforcements for students in higher education to develop reflective writing skills, allowing them to enhance academic performance, self-reflection, decision-making and problem-solving strategies. This systematic review aims to describe essential aspects of reinforcing reflective practice through reflective writing and the contributions of reflective practice to the praxis of the students’ reflective writing skills in higher education. Using 20 of 745 peer-reviewed articles published from 2018 to 2024 in Scopus and Web of Science-indexed journals, this research applied the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to underpin the data search and identification criteria, data selection and data analysis procedures. The findings show that reflective practice embedded in reflective writing can enhance students' academic performance, particularly reflective writing skills, self-reflection and appreciation of diverse cultures, shared beliefs and values and other practices across disciplines. Such vital aspects contribute to the praxis of effortful reflective writing skills developed to implement the processes of writing essays reflectively while concentrating on collaboration, critical thinking skills, deep learning and feedback. This reflective practice assists students in reinforcing their enthusiasm to keep writing reflective essays regardless of challenges and hindrances they encounter. The more time they spend on reflective writing skills, the more they will likely appreciate reflective practice that cultivates the powerful values behind writing activities.
Developing AKM-like English Reading Literacy for EFL Students Rr. Hasti Robiasih, Afri Yudi Hastuti, Anselmus Sudirman World Journal of English Language, 2023 This study was conducted to develop AKM-like English reading literacy for EFL students and to reveal the different reading strategies. The researchers went through preliminary and formative stages using a development study design. The study generated valid, practical, and potentially AKM-like English reading literacy effects for EFL students. The product satisfies the criteria of validity, practicability, and effectiveness. The students were motivated, engaged, and challenged as the potential effect of the assessment. Most students had high critical reading skills in accessing, retrieving, interpreting, integrating, evaluating, and reflecting on the AKM-like English reading literacy test. The study also revealed that the students used a schemata theory in developing their critical reading ability. To improve students' critical reading literacy and introduce different reading comprehension techniques, EFL teachers should use appropriate types of texts to select students' contextualized world topics.
The Praxis of Writing Strategies for Scholarly Publications in Higher Education: Indonesian EFL Lecturers’ Voices Sudirman, Anselmus, Gemilang, Adria Vitalya, Kristanto, Thadius Marhendra Adi Academia Greece, 2023 Writing strategies for scholarly publications in higher education have been essential to improving the quality of scientific articles. This research aims (1) to describe writing strategies that Indonesian EFL lecturers use when writing for scholarly publications and (2) to find out the implications of the writing strategies for their scholarly publications in higher education. This qualitative research primarily involved Indonesian EFL lecturers (N = 20) in three higher education institutions. The research instrument used to obtain the data was open and in-depth interviews. The data were broken down into broader ideas of distinct topics or themes using a qualitative research framework, which were then analyzed by sorting and evaluating code categories of narratives during the analytical processes. The finding showed that EFL lecturers play critical roles in developing writing strategies, devising scholarly publication ideas, submitting and publishing new articles, and inspiring the world through academic publications. Furthermore, selecting appropriate writing styles implies that developing self-inquiry skills, writing drafts, editing, and submitting scientific articles require the development of reflection abilities, all of which have been under-explored in recent studies of the same field in higher education EFL contexts.
Harnessing the Power of Reflective Journal Writing in Global Contexts: A Systematic Literature Review Anselmus Sudirman, Adria Vitalya Gemilang, Thadius Marhendra Adi Kristanto International Journal of Learning Teaching and Educational Research, 2021 writing that has significant impacts on student writers worldwide and identify the qualities of reflective journal writing that foster transformative practices involving personal, relational, and intellectual activities. This systematic literature review incorporated important theoretical frameworks into acceptable convictions. A thorough analysis of 20 recently published research articles (out of 450) from 2016 to 2021 aimed to present written arguments that support thesis positions and credible evidence, as well as determine the global contexts of writing practices. The findings showed that reflective journal writing reinforced a profound transformation to further explore self-discovery, self-inquiry, and critical ideas. It is also concerned with writing performance, as well as the advancement of cognitive and metacognitive writing skills. Reflective journal writers' voices empowered significant changes in a variety of writing aspects, including personal idea exploration, creativity, self-organization, and professional practice development. These findings have implications for encouraging critical reflection, self-expression, and critical thinking among students. They should write reflective journals that can have an impact on a global community and allow them to bring about transformations.
The power of reflective journal writing for university students from the efl perspective Anselmus Sudirman, Adria Vitalya Gemilang, Thadius Marhendra Adi Kristanto Studies in English Language and Education, 2021 English as a foreign language (EFL) university students use reflective journals as learning logs to express or capture their ideas within a scientific conceptual framework. The objectives of this research are to (1) describe the power of reflective journal writing in communicating ideas, and (2) identify the aspects of reflective journal writing that aid learning in an EFL context. The reflective journals were written by 21 EFL university students. This research takes a qualitative approach, with the primary data coming from several reflective journals (N=124) while the secondary data coming from EFL students’ interviews (N=15). The research results showed that reflective journals were useful for students to make critical reflections and self-discovery responses to writing topics. The students learned to focus on writing components such as order, unity, coherence, cohesiveness, content, and organization of ideas through reflective journal writing. The students’ perspectives on aspects of reflective journal writing were primarily concerned with macro-and micro-level linguistic issues, as evidenced from the interview results. Writing a reflective journal necessitated their ability to reformulate thoughts, provide details, and solve problems. Furthermore, critical thinking, metacognitive skills, and self-reflections became increasingly important in helping the students to develop their ability to write reflective journals.
Incorporating academic writing phrases into EFL Students’ research proposals Anselmus Sudirman, Adria Vitalya Gemilang, Hendrikus Male International Journal of Learning Teaching and Educational Research, 2020 The phrasal expressions in research proposals represent an integral semantic unit coherently, including the basic academic phrases and syntactic elements. The objectives of this research are (1) to describe the types of academic writing phrases in EFL students' research proposals, (2) to find out the benefits of academic writing phrases, and (3) the problems that EFL students faced while constructing academic writing phrases. This interpretive/qualitative research seeks to identify, classify, and analyse data pertaining to the academic writing phrases in 28 research proposals. The results show the academic writing phrases that are organised into introducing the topic using specific writing phrases and guidelines, identifying the significance of the issue, the scopes and objectives of the research, the review of literature, and the explanation of key terms. These contributions confirm the benefits of academic writing phrases for educational purposes, namely to pursue knowledge of EFL writing, encourage self-confidence, support self-awareness and modify writing practices. As reflected through the interview results, however, EFL students are afraid of making mistakes, and they find it hard to explore ideas and use academic writing phrases to enhance linguistic advancement, metalinguistic knowledge, phrasal familiarity, clarity, and acceptability. The pedagogical implications of the findings merit further considerations. https://doi.org/10.26803/ijlter.19.7.3
Promoting work-based learning as a praxis of educational leadership in higher education Anselmus Sudirman, Adria Vitalya Gemilang International Journal of Learning Teaching and Educational Research, 2020 This study outlines the contributions of work-based knowledge to the praxis of educational leadership in higher education. The research method is mainly concerned with a systematic review of literature that maps out relevant published articles on work-based learning and educational leadership using research guidelines namely 1) eligibility criteria, 2) data selection processes, and 3) data analysis. The results show that work-based learning has been touted as a pathway to learning transformation, participation in real-work situations, learning challenges and cultural contexts. More importantly, the appreciation of cultural values provides fertile ground for collaboration and lifelong learning in communities of practices and related organizations. Other componential parts of work-based learning potentials have influenced students to promote learning quality, authentic experiences, technology-enhanced knowledge, and work flexibility. Educational leadership has emerged as a means of leadership formation that highlights leadership emancipation and gender justice, role models [ qudwa hasana ] in Islamic guidance, and leadership roles including affective qualities and mentoring, problem-solving and knowledge creation. Both work-based learning and educational leadership correlate to each other in terms of some conditions namely collaboration, cultural context, engagement, and learning flexibility.  https://doi.org/10.26803/ijlter.19.3.9
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