Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Educational Research Excellence (IJERE) International Journal of Community Service (IJCS)
Nur Latifah
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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

Found 2 Documents
Search

 1 
Mentoring English Learning Based on Local Linguistic and Cultural Artifacts to Enhance Basic Literacy of Islamic Boarding School Students in Underdeveloped Regions Bincar Nasution; Sri Rahma; Rabiyatul Alawiyah; Nurkholidah Nurkholidah; Nur Latifah; Fitri Romaito Lubis
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1111

Abstract

Basic English literacy remains a critical challenge for students in underdeveloped regions, particularly for santri (Islamic boarding school students) whose curricula prioritize religious texts over foreign language skills. This qualitative study investigates the design and implementation of a community mentoring program that leverages local linguistic and cultural artifacts to foster foundational English reading, writing, and vocabulary among junior secondary santri in a remote coastal pesantren in East Nusa Tenggara, Indonesia. Employing a participatory action research design, data were gathered over sixteen weeks through participant observation, semi-structured interviews with ten santri, three mentors, and two pesantren teachers, analysis of instructional artifacts, and pre-post literacy performance assessments. The mentoring model integrated oral folklore, traditional games, local songs, and everyday objects recontextualized as English learning media. Thematic analysis revealed four interconnected improvements: (1) heightened lexical retention through tangible cultural referents; (2) increased decoding confidence when English graphemes mapped onto locally meaningful narratives; (3) emergent writing competencies scaffolded by collaborative labeling of familiar artifacts; and (4) a transformed affective stance that repositioned English from a foreign threat to a culturally congruent resource. Pre-post assessment data displayed a notable shift from non-reader to word-level decoding for all participants, with 70% advancing to simple sentence construction. The findings suggest that culturally sustaining, artifact-based mentoring can disrupt the symbolic exclusion of English in traditional pesantren while strengthening basic literacy in underserved contexts.
From Fixed to Fluid: A Narrative Inquiry into How First-Generation University Lecturers Construct and Negotiate Their Growth Mindset in the Face of Digital Transformation Priyo Sasmito; Nur Latifah; Evi Erianty Hasibuan; Desi Meliana Gultom; Poppy Honora; Edi Epron Sihombing; Erlina Sari
International Journal of Educational Research Excellence (IJERE) Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.2041

Abstract

Digital transformation in higher education demands not only technological proficiency but also fundamental shifts in how lecturers perceive their professional roles and identities. This study explores how first-generation university lecturers in North Sumatra construct and negotiate their growth mindset amidst the forces of digital transformation. Employing a narrative inquiry approach, this research delves into the subjective experiences of lecturers as they adapt to the demands of digital pedagogy and navigate their beliefs about teaching ability shifting from a fixed to a more fluid growth-oriented mindset. The study was conducted across several higher education institutions in North Sumatra, involving participants who are first-generation academics in their families. Data were collected through semi-structured in-depth interviews and reflective document analysis, then analyzed using narrative thematic analysis. The findings reveal that digital transformation triggers tensions between long-held beliefs about the lecturer's role as the sole authority of knowledge and emerging demands to serve as facilitators of collaborative learning. The negotiation of growth mindset occurs through three primary processes: (1) acknowledgment of digital competency limitations as an entry point for learning, (2) pedagogical experimentation driven by student needs, and (3) critical reflection on both failures and successes in adopting technology. The socio-cultural context of North Sumatra including uneven digital infrastructure access and prevailing values of collectivism significantly influences how lecturers build resilience and openness to change. This study concludes that growth mindset is not an inherent trait but rather a narrative construct that is continuously negotiated through experience and reflection. These findings offer implications for professional development programs for Indonesian lecturers, particularly in designing training initiatives that emphasize not only technical skills but also the cultivation of adaptive professional identities in the digital era.
Co-Authors Bincar Nasution Desi Meliana Gultom Edi Epron Sihombing Erlina Sari Evi Erianty Hasibuan Fitri Romaito Lubis Nurkholidah Nurkholidah Poppy Honora Priyo Sasmito Rabiyatul Alawiyah Sri Rahma