Abstract-Hybrid instruction, which combines face-to-face classroom interaction and virtual activities, has been a growing interest for many teachers in universities, particularly those in teacher education programmes. This article presents my colleague's as well as my own critical reflections on our experience with practising hybrid classroom instruction in SLTE in a private university in Indonesia. Within this hybrid classroom, Google Classroom (GC) was incorporated as a companion of the face-to-face (F2F) classroom learning sessions of twenty-two preservice teachers taking the curriculum and materials development (CMD) module. To help with our reflection, we took notes during our observation and asked the students to write a journal after each of our teaching sessions. We highlight several benefits and challenges when incorporating GC in a hybrid classroom. Implications for the practice of a hybrid classroom in SLTE, particularly within the Indonesian higher education context, are also offered.

This study aims to investigate to what extent critical thinking is manifested in the Indonesian language textbooks used by senior high school students in Indonesia. Content analysis has been adopted to determine whether the tasks in the textbooks encourage and promote students' critical thinking skills. Ilyas's critical thinking framework, which was the result of evaluating, examining, and synthesizing 21 critical thinking programs, strategies, tests, and taxonomies, was used for the analytic categories. The findings showed that the textbooks did not contain many tasks promoting critical thinking. Besides this, tasks potentially encouraging students' critical thinking were not varied. The findings suggest that as critical thinking has been included as one of the education objectives in this country, textbook writers need to create more tasks promoting critical thinking; moreover, Indonesian language teachers need to be taught how to modify tasks that can promote critical thinking skills among students.

Abstract-This paper reports on an auto-ethnographic study of the use of smartphones to facilitate online testing in the context of second-language teacher education (SLTE). A total of 54 pre-service teachers participated in the study. Preliminary data were collected through observation and written reflection, and additional data were gathered from interviews and students' web activity logs to enable triangulation. Thematic analysis was carried out on the qualitative data. The findings show that smartphones are a viable electronic tool to facilitate online testing in an SLTE context. More importantly, using Moodle as an online test platform meets both teachers' and students' needs with respect to aspects such as design, test structure and online testing activity. The study also highlights some benefits and challenges of employing sequential and multiple-attempt test modes and providing delayed feedback on online tests. The implications of these findings are discussed, with suggestions for further research in the field.

AbstrakPenelitian ini bertujuan mendeskripsikan nilai pendidikan karakter dalam puisi-puisi HAMKA. Metode yang digunakan adalah metode deskriptif kualitatif. Sumber data adalah sebelas puisi karya Hamka dari buku Kenang-kenangan 70 Tahun Buya HAMKA dan KenangKenangan Hidup. Data dikumpulkan dengan membaca secara cermat kandungan makna tiap puisi dan melakukan pencatatan. Analisis data dilakukan dengan teknikdeskriptif kualitatif model Miles dan Huberman, yaitu dengan langkah identifikasi fokus penelitian, reduksi data, analisis dan penyajian data, sertapembuatan inferensi. Hasil penelitian menunjukkan bahwa puisi-puisi karya HAMKA mengandung nilai pendidikan karakter yang meliputi: (1) religiositas, (2) kejujuran, (3) kerja keras, (4) kemandirian, (5) semangat kebangsaan, (6) cinta tanah air, (7) peduli sosial, dan (8) tanggung jawab. Lewat puisipuisinyanya terlihat upaya HAMKA untuk menyampaikan pesan-pesan yang penuh makna tentang pemberian tuntunan kepada pembaca untuk menjadi manusia seutuhnya yang berkarakter dalam dimensi hati, pikiran, raga, serta rasa dan karsa. Kata kunci: pendidikan karakter, puisi, HAMKA ASPECTS OF CHARACTER EDUCATION IN HAMKA'S POEMS AbstractThis study aims to describe character education values in HAMKA's poems. It used the qualitative descriptive method. The data sources were HAMKA's 11 poems in his books Kenang-kenangan 70 Tahun Buya HAMKA and Kenang-Kenangan Hidup. The data were collected by reading the content and meaning of each poem carefully and recording them. They were analyzed by the qualitative descriptive technique using Miles and Huberman's model consisting of research focus identification, data reduction, data analysis and display, and inference making. The results show that HAMKA's poems contain character education values that include: (1) religiosity, (2) honesty, (3) hard work, (4) autonomy, (5) nationalism spirit, (6) love of the homeland, 7) social care, and (8) responsibility. Through his poems HAMKA tried to convey meaningful messages about the giving of guidance to the reader to become a whole person with characters in the dimensions of heart, mind, body, feeling, and intention.