Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Studies in English Language and Education Jurnal Masyarakat Madani Indonesia
Alde Mulia Putra
Universitas Darussalam Gontor
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pemberdayaan dan Pemdampingan Siswa dalam Meningkatkan Kemampuan  Menghafal melalui Metode Talaqqi di PPWNI Klang, Malaysia Alde Mulia Putra; Andini Rachmawati; Najah Amali Hidayat; Qonita Rahmawati; Two Nadia Marafika; Amanina Saputri; Haziq Farda Isyrafi; Arya Bimantaka; Hesti Rokhaniyah; Dini Septyana Rahayu; Achmad Arif; Saipul Nasution
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 3 (2026): Agustus (In Progress)
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/yvk62y49

Abstract

Kemampuan menghafal bacaan ibadah merupakan fondasi penting dalam pendidikan Islam, khususnya bagi generasi muda di komunitas diaspora Indonesia. Kegiatan pengabdian masyarakat ini bertujuan mengimplementasikan metode talaqqi untuk meningkatkan kemampuan menghafal bacaan shalat, doa harian, dan surah-surah pendek pada siswa Pusat Pembelajaran Warga Negara Indonesia (PPWNI) Klang, Selangor, Malaysia. Pendekatan yang digunakan adalah Asset-Based Community Development (ABCD) melalui observasi partisipatif, wawancara mendalam, dan dokumentasi selama program Pesantren Ramadhan, dengan melibatkan mahasiswi KKN Internasional UNIDA Gontor sebagai fasilitator. Hasil evaluasi menunjukkan peningkatan signifikan: proporsi siswa yang mampu melafalkan bacaan shalat secara benar meningkat dari 30% menjadi 80%, dan rata-rata penguasaan surah baru per siswa mencapai 5 surah selama program berlangsung. Efektivitas metode talaqqi ditopang oleh tiga mekanisme utama: koreksi pelafalan secara langsung, pengulangan terstruktur melalui muroja'ah, serta interaksi tatap muka yang intensif antara pendidik dan peserta didik. Dampak afektif berupa peningkatan kepercayaan diri dan motivasi belajar turut memperkuat identitas keislaman siswa sebagai bagian dari komunitas diaspora.
Boosting pedagogical innovation in grammar class among EFL learners through microclass teaching strategies Hesti Rokhaniyah; Alde Mulia Putra; Aries Fachriza
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Microclass is a teaching strategy which involves dividing large classes into smaller, more manageable groups. These smaller classes are managed by learner facilitators who have received microteaching training and take on teacher-like responsibilities such as facilitating learner activities, assessing work, leading discussions, and providing feedback. This research was conducted at one of the Islamic universities in Ponorogo, Indonesia, employing an exploratory sequential research design with a triangulation method. Data was gathered through semi-structured interviews with eight learner facilitators, questionnaires from 32 learners, and classroom observations. Descriptive analysis was applied to evaluate the role of lecturers and learner facilitators, the level of involvement, and the impact of microclass on the English language teaching process. The finding shows that lecturers and learner facilitators worked together responsibly and effectively to implement microclass. Lecturers conducted microteaching sessions, observed the classes, consulted with learners, and provided feedback. Meanwhile, learner facilitators took on roles as motivators, collaborators, discussants, and initiators, employing techniques such as pairing and scaffolding throughout microclass stages. This collaborative approach resulted in a well-organized classroom. Additionally, the innovative microclass format significantly enhanced learner participation in the learning process, leading to the development of soft skills such as problem-solving, teamwork, and self-confidence. It enables language lecturers to engage learners while developing language and 21st-century soft skills, and it therefore merits further exploration.
Co-Authors Achmad Arif Amanina Saputri Aries Fachriza Arya Bimantaka Dini Septyana Rahayu Haziq Farda Isyrafi Hesti Rokhaniyah, Hesti Najah Amali Hidayat Qonita Rahmawati Rachmawati, Andini Saipul Nasution Two Nadia Marafika