Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora Studia: Journal of Humanities and Education Studies Indonesian Journal of Social Issues
Mohd Bahaudin Ihsan
Universitas Pendidikan Ganesha
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Coretax dan Krisis Kepercayaan Digital: Analisis Wacana Kritis terhadap Narasi Modernisasi Pajak di Media Online Mohd Bahaudin Ihsan; I Nyoman Sudiana; I Nengah Suandi; I Putu Mas Dewantara
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 6 No. 1: AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v6i1.9981

Abstract

This article examines the discourse of Coretax as a digital tax modernization project in Indonesia by focusing on the tension between official narratives of integration, efficiency, and transparency and public/media narratives of disruption, error, data mismatch, and digital trust crisis. Using a qualitative approach with Critical Discourse Analysis, this study reviews selected online media texts, official public documents, press releases, and academic literature published between 2025 and 2026. The analysis employs Fairclough's three-dimensional model, supported by van Dijk's socio-cognitive perspective and van Leeuwen's legitimation framework. The findings show that Coretax is discursively constructed through three competing formations: modernization as technological necessity, disruption as administrative vulnerability, and recovery as institutional legitimation. The study argues that the crisis surrounding Coretax should not be interpreted merely as a technical problem, but as a discursive event that reveals the fragility of public trust in digital fiscal governance. Therefore, successful tax digitalization requires not only system stability but also transparent communication, accountable transition management, inclusive taxpayer assistance, and recognition of taxpayers as active civic subjects rather than passive users of technology.
Pengembangan Model Evaluasi Responsif Stake dalam Asesmen Pembelajaran Bahasa Indonesia Berbasis Konteks Budaya Lokal dan Kebutuhan Stakeholder Pendidikan Mohd Bahaudin Ihsan; Sri Maryani; Hardhina Rosmasita
Studia : Journal of Humanities and Education Studies Vol. 1 No. 1 (2025): August: Studia: Journal of Humanities and Education Studies
Publisher : CV Edukastra Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66749/0qqyjs83

Abstract

Evaluasi pembelajaran bahasa Indonesia di Indonesia menghadapi tantangan dalam menyeimbangkan tuntutan standarisasi nasional dengan keberagaman konteks budaya lokal serta kebutuhan beragam para pemangku kepentingan pendidikan. Pendekatan evaluasi konvensional yang bersifat top-down dan standardized kerap kurang mampu menangkap kompleksitas pembelajaran bahasa yang berlangsung dalam konteks sosial budaya spesifik dan kurang responsif terhadap kebutuhan autentik guru, siswa, orang tua, serta komunitas lokal. Penelitian ini bertujuan mengembangkan kerangka konseptual implementasi model evaluasi responsif Robert E. Stake dalam asesmen pembelajaran bahasa Indonesia yang mengintegrasikan konteks budaya lokal dan melibatkan partisipasi aktif stakeholder pendidikan. Kajian ini menggunakan pendekatan kualitatif melalui studi pustaka sistematis terhadap 68 sumber literatur yang relevan, dipublikasikan dalam rentang tahun 2019–2024, dan dianalisis menggunakan sintesis naratif. Hasil kajian menunjukkan bahwa model evaluasi responsif Stake memiliki relevansi tinggi dengan konteks Indonesia yang ditandai oleh keberagaman etnolinguistik, disparitas kualitas pendidikan antarwilayah, serta kebutuhan menjaga keseimbangan antara identitas lokal dan kompetensi nasional. Prinsip-prinsip utama evaluasi responsif, meliputi keterlibatan stakeholder, desain evaluasi yang fleksibel dan emergen, penggunaan berbagai perspektif, pendekatan naturalistik, serta pelaporan yang bermakna, memberikan fondasi teoretis bagi evaluasi pembelajaran bahasa Indonesia yang lebih kontekstual dan partisipatif. Integrasi budaya lokal dapat dilakukan melalui pemanfaatan teks dan praktik komunikasi berbasis kearifan lokal, pengakuan variasi dialek sebagai sumber daya linguistik, serta pelibatan komunitas sebagai mitra evaluasi. Penelitian ini merekomendasikan pengembangan kerangka implementasi evaluasi responsif berbasis kolaborasi dan refleksi berkelanjutan untuk meningkatkan kualitas pembelajaran bahasa Indonesia.
Utilizing Malay Ethnopedagogy Through Kolb's Experiential Learning Approach: A Study on Learning Descriptive Texts of Traditional Foods to Enhance Students Cultural Literacy Mohd Bahaudin Ihsan; I Wayan Artika
Indonesian Journal of Social Issues Vol. 1 No. 2 (2026): April, Social Media Addiction and the Decline of Face-to-Face Interaction Among
Publisher : CV. Scholar Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66052/ijosim.v2i1.91

Abstract

This research examines the implementation of Malay ethnopedagogy through Kolb's Experiential Learning approach in teaching descriptive texts about traditional foods to enhance students' cultural literacy. In the context of globalization, cultural values are increasingly marginalized in formal education, particularly in Indonesian language learning. This study aims to explore how the integration of local wisdom, specifically Malay culinary traditions, can be effectively utilized as learning materials through experiential learning cycles. Using a qualitative descriptive method with case study design, this research was conducted on 32 eighth-grade students at a junior high school in Riau Province. Data were collected through observation, interviews, learning outcomes analysis, and documentation. The findings indicate that Kolb's Experiential Learning approach, which encompasses concrete experience, reflective observation, abstract conceptualization, and active experimentation stages, significantly improves students' ability to write descriptive texts while simultaneously strengthening their cultural identity and literacy. Students demonstrated increased engagement, deeper understanding of text structures, and greater appreciation for local cultural heritage. This research contributes to the discourse on culturally responsive pedagogy and offers practical implications for integrating ethnopedagogy in Indonesian language curriculum.
Co-Authors Hardhina Rosmasita I Nengah Suandi I Putu Mas Dewantara I Wayan Artika M.Pd Prof. Dr. I Nyoman Sudiana . Sri Maryani