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BEYOND READING TASKS: FOSTERING MEANINGFUL LEARNING IN ESP READING THROUGH HUMAN-AI COLLABORATION
PEDAGOGIK: Jurnal Pendidikan
ISSN 2528-5793, 2354-7960
Terbit 2026-08-29
Penerbit Nurul Jadid University
Bahasa eng
Abstrak
GenAI can make ESP reading meaningful rather than task-oriented. Few studies have examined how human–AI collaboration affects higher education ESP reading pupils. Human–AI collaboration in ESP reading classes, student participation in AI-supported reading activities, and meaningful learning were evaluated in this study. One instructor and fifteen undergraduate Islamic Education Study Program students engaged in a qualitative case study. Data was collected through classroom observations, semi-structured interviews, document analysis, field notes, and utilised Miles, Huberman, and Saldaña's interactive model and thematic analysis. The findings show three interconnected pedagogical transformations: (1) Human–AI collaborative pedagogy redefined lecturers, students, and AI in knowledge construction; (2) AI-supported reading increased students' engagement through active questioning, collaborative discussion, and confidence in interpreting academic texts; and (3) Human–AI Collaboration promoted critical inquiry, reflective dialogue, and discipline.
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Sumber metadata: OAI-PMH (metadata jurnal) https://ejournal.unuja.ac.id/index.php/pedagogik/oai, pertama di-harvest 28 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc)
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<dc:title xml:lang="en-US">BEYOND READING TASKS: FOSTERING MEANINGFUL LEARNING IN ESP READING THROUGH HUMAN-AI COLLABORATION</dc:title>
<dc:creator>Rizal, Syamsul</dc:creator>
<dc:creator>Mardatillah, Nadiyah</dc:creator>
<dc:subject xml:lang="en-US">Enlglish Learning</dc:subject>
<dc:subject xml:lang="en-US">Human–AI Collaboration; Generative Artificial Intelligence; ESP Reading; Meaningful Learning; Higher Education</dc:subject>
<dc:description xml:lang="en-US">GenAI can make ESP reading meaningful rather than task-oriented. Few studies have examined how human–AI collaboration affects higher education ESP reading pupils. Human–AI collaboration in ESP reading classes, student participation in AI-supported reading activities, and meaningful learning were evaluated in this study. One instructor and fifteen undergraduate Islamic Education Study Program students engaged in a qualitative case study. Data was collected through classroom observations, semi-structured interviews, document analysis, field notes, and utilised Miles, Huberman, and Saldaña's interactive model and thematic analysis. The findings show three interconnected pedagogical transformations: (1) Human–AI collaborative pedagogy redefined lecturers, students, and AI in knowledge construction; (2) AI-supported reading increased students' engagement through active questioning, collaborative discussion, and confidence in interpreting academic texts; and (3) Human–AI Collaboration promoted critical inquiry, reflective dialogue, and discipline. </dc:description>
<dc:publisher xml:lang="en-US">Nurul Jadid University</dc:publisher>
<dc:contributor xml:lang="en-US"></dc:contributor>
<dc:date>2026-08-29</dc:date>
<dc:type>info:eu-repo/semantics/article</dc:type>
<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
<dc:format>application/pdf</dc:format>
<dc:identifier>https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/14836</dc:identifier>
<dc:identifier>10.33650/pjp.v13i2.14836</dc:identifier>
<dc:source xml:lang="ar-IQ">JURNAL PEDAGOGIK; Vol 13, No 2 (2026); 512-530</dc:source>
<dc:source xml:lang="en-US">PEDAGOGIK: Jurnal Pendidikan; Vol 13, No 2 (2026); 512-530</dc:source>
<dc:source xml:lang="id-ID">PEDAGOGIK : JURNAL PENDIDIKAN; Vol 13, No 2 (2026); 512-530</dc:source>
<dc:source>2528-5793</dc:source>
<dc:source>2354-7960</dc:source>
<dc:source>10.33650/pjp.v13i2</dc:source>
<dc:language>eng</dc:language>
<dc:relation>https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/14836/6554</dc:relation>
<dc:rights xml:lang="en-US">Copyright (c) 2026 Syamsul Rizal, Nadiyah Mardatillah</dc:rights>
<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>
Sitasi dan pengindeksan
Jumlah menurut tiap indeks pada 1 Nov 2026; setiap indeks menghitung sitasi dengan cara berbeda.
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APA 7
Rizal, S., & Mardatillah, N. (2026). BEYOND READING TASKS: FOSTERING MEANINGFUL LEARNING IN ESP READING THROUGH HUMAN-AI COLLABORATION. PEDAGOGIK: Jurnal Pendidikan, 13(2), 512–530. https://doi.org/10.33650/pjp.v13i2.14836
Salin
IEEE
S. Rizal and N. Mardatillah, “BEYOND READING TASKS: FOSTERING MEANINGFUL LEARNING IN ESP READING THROUGH HUMAN-AI COLLABORATION,” PEDAGOGIK: Jurnal Pendidikan, vol. 13, no. 2, pp. 512–530, 2026, doi: 10.33650/pjp.v13i2.14836.
Salin
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