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All Journal Al-Irsyad: Journal of Education Science Journal of English Education (Indolish)
Tulus Hermawan
The University of Sydney, Australia
Education

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ANALYSIS OF STUDENT DIFFICULTIES IN WRITING THESIS IN ENGLISH EDUCATION PROGRAM AT IAIN PAREPARE Muh Riswan; Tulus Hermawan; Aswar Aswar
Journal of English Education Vol. 2 No. 1 (2026): Journal of English Education
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v2i1.849

Abstract

Thesis writing is a central academic requirement for English education students, yet many students experience difficulties in converting ideas, research procedures, and academic language into a coherent thesis manuscript. This study aimed to describe the types of difficulties experienced by English Education Program students at IAIN Parepare in writing a thesis and to identify the factors that caused these difficulties. The study applied a descriptive quantitative design. Data were collected through a questionnaire administered to 25 seventh-semester students and analyzed using descriptive statistics, mean scores, and percentages. The findings show that academic difficulties were slightly more dominant than non-academic difficulties. Academic difficulties accounted for 51.68% of the total difficulty score and included academic writing style, grammatical rules, paraphrasing, and limited vocabulary. Non-academic difficulties accounted for 48.32% and included low motivation and limited feedback. The causal factors were also relatively balanced, with internal factors reaching 51.23% and external factors reaching 48.77%. The study concludes that thesis-writing support should integrate academic writing training, systematic feedback, vocabulary development, and stronger supervisory and institutional support.
STRATEGI GURU DALAM MENANAMKAN NILAI MODERASI BERAGAMA DI SEKOLAH RA RAUDLATUL HASANIYAH Vika Halimatus Sallimah; Nur Rofidah; Najwa Musyarrofah; Muhammad Sultan Nadhif; Rosadiyah Nia Atus Sa’adah; Tulus Hermawan
Al-Irsyad: Journal of Education Science Vol 5 No 2 (2026): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i2.932

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam menanamkan nilai moderasi beragama di RA Raudlatul Hasaniyah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Subjek penelitian terdiri dari kepala sekolah, guru, dan pihak orang tua. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa strategi guru dalam menanamkan nilai moderasi beragama dilakukan melalui keteladanan, pembiasaan, kegiatan religius, pembelajaran kontekstual, serta kerja sama dengan orang tua. Bentuk penerapannya meliputi kegiatan infaq, sholat dhuha, tahfiz, cerita islami, bermain peran, serta pembiasaan sikap toleransi, saling menghargai, dan tolong-menolong. Strategi tersebut berkontribusi dalam membentuk karakter peserta didik yang religious,toleran,dan memiliki kepedulian sosial.  Berdasarkan hasil penelitian dapat disimpulkan bahwa penanaman nilai moderasi beragama di RA Raudlatul Hasaniyah berjalan cukup efektif dalam membentuk karakter peserta didik. Anak menunjukkan perubahan perilaku positif seperti lebih sopan, mandiri, peduli, dan mampu menghargai perbedaan. Keberhasilan tersebut didukung oleh kerja sama antara guru dan orang tua dalam membangun pembiasaan yang konsisten di sekolah maupun di rumah.
Co-Authors Aswar Aswar Muh Riswan Muhammad Sultan Nadhif Najwa Musyarrofah Nur Rofidah Rosadiyah Nia Atus Sa’adah Vika Halimatus Sallimah