EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran

Utilization of Chat Generative Pre-Trained Transformer (ChatGPT) in Essay Writing Among English Major Students in a Philippine State University

2026-10-29T08:17:50+00:00

This descriptive qualitative research aimed to discover the reasons behind using ChatGPT in essay writing and the tool’s functions in writing among third-year Bachelor of Secondary Education major in English students. The researcher considered the Technology Acceptance Model by Fred Davis (1989), following the Theory of Reasoned Action concept by Fishbein and Ajzen (1975), highlighting perceived usefulness and ease of use. Moreover, Jerome Bruner’s Scaffolding Theory is another foundation of the study. Lastly, the Social Constructivism Theory by Lev Vygotsky (1968) also became paramount in the investigation. Fifteen participants were invited to be part of the research. Ten participants went through in-depth interviews, and the remaining five were subjected to a focused-group discussion with the help of interview guide questionnaires validated by three experts. The researcher employed thematic analysis to extract the main points in the investigation. The result of the study revealed six themes. The themes under the first research question, which were the reasons behind the students’ utilization of the tool in their essay writing, were: Streamlines the Essay Writing Process, Offers Convenience in Essay Writing, and Personalizes Output and Handles/Avoids Plagiarism. Moreover, the second research question answered the functions of ChatGPT in students’ essay writing were: One-click-away Writing Buddy, Tool for Faster Essay Structuring and Outlining, and Tool for Idea Generation.

International Students' Learning Needs for Developing an Outcome-Based BIPA Curriculum

2026-10-28T08:17:24+00:00

The increasing internationalization of higher education has highlighted the need for BIPA (Bahasa Indonesia bagi Penutur Asing) programs that are responsive to the diverse learning needs of international students. This study aimed to investigate international students' learning needs as the foundation for developing an Outcome-Based BIPA curriculum at Universitas Negeri Medan. A mixed-methods needs analysis was employed, involving five international students selected through purposive sampling. Quantitative data were collected using a 15-item Likert-scale questionnaire based on (Hutchinson & Waters, 1987) framework of necessities, lacks, and wants, while qualitative data were obtained through semi-structured interviews to support and explain the survey findings. Descriptive statistics and thematic analysis were used to analyze the data. The findings revealed consistently high levels of agreement across the three dimensions of needs analysis (overall mean ranging from 4.56 to 4.84), indicating that students highly valued communicative competence, cultural integration, authentic learning experiences, clearly defined learning outcomes, and performance-based assessment. The study demonstrates that learners' necessities, lacks, and wants provide valuable empirical evidence for aligning curriculum outcomes, learning experiences, and assessment within an Outcome-Based Education framework. These findings contribute to BIPA curriculum development by extending the application of needs analysis beyond instructional material design and offering practical insights for developing learner-centered and competency-based BIPA programs.

The Role of Intrinsic Motivation in Mediating the Relationship between Game-Based Learning and Student Engagement

2026-10-28T08:17:09+00:00

This study was conducted to examine the effect of Game-Based Learning (GBL) on students’ intrinsic motivation, behavioral engagement, and emotional engagement, as well as the mediating role of intrinsic motivation in these relationships. The study was prompted by the phenomenon of learning loss following the COVID-19 pandemic, which has led to a decline in motivation and engagement among students at SMKN 2 Kota Kediri. A quantitative approach using SEM-PLS analysis was employed, with a questionnaire serving as the data collection instrument. The theoretical framework used is Self-Determination Theory (SDT) by Ryan & Deci. The study found that GBL has a significant positive effect on intrinsic motivation (f² = 1.328), behavioral engagement (f² = 0.382), and emotional engagement (f² = 0.109). Intrinsic motivation was found to have a significant effect on emotional engagement, but not on behavioral engagement. Mediation analysis indicated that intrinsic motivation partially mediates the effect of GBL on emotional engagement, whereas on the behavioral engagement pathway, intrinsic motivation was not found to act as a mediator. These findings imply that GBL is a learning method considered effective in enhancing learners’ motivation and engagement.