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The Effect of Photovoice on Speaking Skills at the Secondary School Level Hidayat, Rifqi Aziz; Rofiudin, Rofiudin; Sulistianingsih, Endang
Vision: Journal for Language and Foreign Language Learning Vol 8, No 2 (2019)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv8i24075

The students need to be fluent in speaking to express their ideas and what they think in their minds also to communicate with others. As a matter of fact, speaking using Bahasa is not a big deal for students since it is their mother tongue, but as they have to speak in English, it becomes a big problem. Â They canâ€™t imagine what they want to speak, they are afraid and unconfident if they try to speak English. Therefore the teacher should provide the students' motivation to speak up and use the appropriate method in teaching speaking. Photovoice is a suitable method using a camera for supporting the process of teaching-learning. The purpose of the study is to identify the effect of using Photovoice on speaking skills at the secondary school level. We used a speaking test to complete and process the data. The participants of the study were the students at the secondary level. The outcome of the study revealed that the students who taught using Photovoice had better skills in speaking English than the students who were not taught using Photovoice. Through this method, the students become interested and active during the study. They seemed to enjoy and excited about an exhibition or presentation.

Teachers’ TPACK in Teaching English through Google Classroom Platform Melinda, Sefi; Sumartono, Sumartono; Rofiudin, Rofiudin
Jurnal Bahasa Inggris Vol 4 No 1 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v4i1.106

This study concerns with how teachers apply TPACK for teaching English through Google Classroom platform for vocational high school. The objectives of the study are to find out how teachers apply TPACK for teaching English through Google Classroom and the teachers' difficulties in applying TPACK for teaching English through Google classroom platform for vocational high school. The subjects of this research are three English teachers who used Google Classroom platform in teaching English class. An interview was conducted to collect the data and it was described by using the descriptive qualitative method. It showed that learning and teaching process by using Google Classroom is different with face-to-face interaction. It makes teachers must adapt because teacher found difficulty to use any method and strategy when using Google Classroom. Furthermore, teachers prefer to share Pdf or Word files rather than video because video has a large capacity. Students who couldn’t connect their devices to the internet couldn’t fill in the register and were late to submit the assignments.

The Implementation of Task-Based Language Teaching Principles in Speaking Class Khoerul Awwal, Tia; Meiristiani, Noeris; Rofiudin, Rofiudin
Cakrawala: Jurnal Pendidikan Vol. 16 No. 2 (2022)
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v16i2.294

In teaching speaking for EFL, teacher has to consider a strategy that exposes students to speaking practices. This study aims to determine the implementation of Task-Based Language Teaching (TBLT) principles in English learning, especially speaking. The approach used was descriptive qualitative. The instruments were classroom observations and interviews and the research subjects were 1 English teacher and 25 students of Class IXA at Darunnajat Islamic Boarding School Bumiayu Brebes. This study reveals that the teacher has implemented the seven principles of TBLT namely scaffolding, task dependency, recycling, active learning, integration, reproduction, and reflection suggested by Nunan (2004) in teaching speaking. They were reflected in the activities that students experience in the classroom.

Konsep Pengembangan Modul Pembelajaran Rozak Hanafi, Ilyas; Astuti, Sundari; Rofiudin, Rofiudin; Kurniawan, Hariri
MindSet : Jurnal Manajemen Pendidikan Islam Volume 3 Nomor 1 Maret 2024
Publisher : Sekolah Tinggi Agama Islam Ma`arif Kalirejo Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58561/mindset.v3i1.151

Konsep pengembangan yang digunakan dalam teori ini adalah model pengembangan Analysys, Design, Development, Implementation, Evaluation (ADDIE). Adapun prosedur pengembangan modul pembelajaran melalui tahap-tahap berikut : (1) Analisis, (2) Mendesain draft modul, (3) Mengembangkan draft modul pembelajaran, (4) Menerapkan modul pembelajaran di kelas, (5) Melakukan tahap evaluasi. Teknik pengumpulan data yang dugunakan dalam teori ini adalah kajian pustaka. Mengembangkan ini tentang bagaimana konsep pengembangan modul pembelajaran itu dapat di buat dan dilaksanakan oleh pendidik.

Teachers’ TPACK in Teaching English through Google Classroom Platform Melinda, Sefi; Sumartono, Sumartono; Rofiudin, Rofiudin
Jurnal Bahasa Inggris Vol 4 No 1 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v4i1.106

This study concerns with how teachers apply TPACK for teaching English through Google Classroom platform for vocational high school. The objectives of the study are to find out how teachers apply TPACK for teaching English through Google Classroom and the teachers' difficulties in applying TPACK for teaching English through Google classroom platform for vocational high school. The subjects of this research are three English teachers who used Google Classroom platform in teaching English class. An interview was conducted to collect the data and it was described by using the descriptive qualitative method. It showed that learning and teaching process by using Google Classroom is different with face-to-face interaction. It makes teachers must adapt because teacher found difficulty to use any method and strategy when using Google Classroom. Furthermore, teachers prefer to share Pdf or Word files rather than video because video has a large capacity. Students who couldn’t connect their devices to the internet couldn’t fill in the register and were late to submit the assignments.

KAIDAH TARJIH DALAM PENAFSIRAN JAMALUDDIN AL-QASIMI STUDI TAFSIR MAHASIN AL-TA’WIL Rofiudin, Rofiudin
Al - Tadabbur: Jurnal Ilmu Al-Qur'an dan Tafsir Vol 10 No 01 (2025): Al-Tadabbur: Jurnal Ilmu Al-Qur'an dan Tafsir
Publisher : Sekolah Tinggi Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/at.v10i01.8187

Artikel ini mengupas tentang kaidah tarjih dalam penafsiran Jamaluddin Al-Qasimi studi tafsir Mahasin al-Ta’wil. Di antara kaidah tafsir terdapat istilah yang disebut dengan perbedaan penafsiran (ikhtilaf al-tafsir). Secara umum perbedaan dalam menafsirkan lebih merujuk pada perbedaan dari segi variatif ketimbang kontradiktif serta perbedaan penafsiran di kalangan mufasir lebih sedikit, dibandingkan perbedaan pendapat dari segi ahli fiqh. Selain itu, perbedaan panafsiran juga disebabkan dua persolaan, yaitu: pertama, perbedaan pemahaman dalam berijtihad dari kalangan ulama, dan kedua, adanya nash al-Qur’an memungkin memiliki banyak makna. Hal tersebut, merupakan dasar dibutuhkannya tarjih, sebagaimana yang diuraikan dalam Mahasin al-Ta’wil karya Jamaluddin Al-Qasimi dan telah ditegaskan dalam muqadimahnya. Adapun kaidah yang digunakan dalam pentarjihan dengan al-Qur’an, dengan zahir al-Qur’an, dengan dengan makna nazair al-Qur’an,dengan menggunakan hadismentarjih dengan kebahasaan, mentarjih dengan qira’at para Imam. dengan pendapat mayoritas Ulama. dengan dilalah al-siyaq, berdasarkan madzhab ahli sunah wal jama’ah. dengan menggunakan nasikh-mansukh, dengan asbab al-nuzul. Sedang bentuk-bentuk yang digunakan mentarjih adalah al-sahih, al-sawwab, al-rajih, al-haqq, al-‘asahh, al-azhar, al-aksar, al-aqrab, al-ansab, al-asyhar, al-aujah, al-asybah, al-tahqiq, dan al-muta’ayyin.

Teachers’ Creativity in Using Multimedia to Encourage Students Speaking Ability during Pandemic Rofiudin, Rofiudin; Asshifa , Handini Laely; Molla, Nur Laila
Jurnal Bahasa Inggris Vol 6 No 1 (2022)
Publisher : LPPM Universitas Pancasakti Tegal

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

During the Covid-19 pandemic, English teachers encountered considerable challenges as they were required to adapt to online learning while mastering digital technologies and developing appropriate instructional media. This study employed a descriptive qualitative case study design to examine teachers’ creativity in using multimedia to encourage students’ speaking ability during the pandemic. The participants consisted of eighteen English teachers from seven private junior high schools in Kota Tegal, Central Java, Indonesia, who completed a questionnaire. In addition, semi-structured interviews were conducted with three teachers and two students from two selected schools to obtain in-depth qualitative data. The findings indicate that teachers utilized a wide range of multimedia and digital platforms to support speaking instruction. Interactive conversation videos were the most frequently used multimedia, reported by 50% of the respondents. Google Meet emerged as the primary platform for synchronous speaking activities, with 88.9% of teachers using it regularly. Online quiz platforms, such as Quizzes and Edmodo, were also commonly employed (83.3%) to enhance student engagement, while digital learning platforms such as Ruang Guru, Zenius, and Quipper were recommended to support students’ independent learning (72.2%). Furthermore, the study reveals that teachers demonstrated creativity by combining multiple media and platforms, designing flexible speaking tasks, establishing clear classroom rules, and creating a supportive and enjoyable online learning atmosphere. Collaboration with parents was also identified as an important strategy to maintain students’ learning discipline at home. Overall, the findings highlight the essential role of teacher creativity in sustaining effective EFL speaking instruction during emergency remote teaching.

PEMBENTUKAN AKHLAK SISWA DENGAN STRATEGI HUMANISTIK GURU PENDIDIKAN AGAMA ISLAM Hanafi, Ilyas Rozak; Rofiudin, Rofiudin; Hidayah, Dedi Junaidi Al; Prasetiawan, Prasetiawan; Astuti, Sundari; Huda, Muhamad Qomarudinul
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9816

ABSTRACT This study focuses on the role of Islamic Religious Education teachers in the process of fostering students’ moral character at SMK Muhammadiyah 2 Kalirejo, Central Lampung. The purpose of this research is to describe the strategies employed by Islamic Religious Education teachers, the various challenges encountered in their implementation, and the efforts made to overcome these obstacles. This research applies a qualitative approach, with data collection conducted through interview techniques. The findings reveal that Islamic Religious Education teachers perform their roles as role models, mentors, and motivators by demonstrating positive behavior, habituating good attitudes, delivering contextual learning, and employing persuasive communication. The main challenges identified in this study include limited time during the learning process and differences in students’ backgrounds. In response to these conditions, teachers implement a humanistic and collaborative approach. The study also emphasizes that the active participation of Islamic Religious Education teachers and the synergy among all elements of the school play a crucial role in supporting the implementation of character education. Furthermore, the findings indicate that moral development requires consistency, exemplary behavior, and a supportive school environment so that moral values can be continuously internalized within students. ABSTRAK Kajian ini menitikberatkan pada peran guru Pendidikan Agama Islam dalam proses pembinaan akhlak peserta didik di SMK Muhammadiyah 2 Kalirejo Lampung Tengah. Penelitian ini bertujuan untuk menguraikan strategi yang digunakan oleh guru Pendidikan Agama Islam, berbagai tantangan yang dihadapi dalam pelaksanaannya, serta upaya yang dilakukan untuk mengatasi berbagai kendala tersebut. Penelitian ini menerapkan pendekatan kualitatif, sementara proses pengumpulan data dilaksanakan melalui teknik wawancara. Hasil penelitian menunjukkan bahwa guru Pendidikan Agama Islam menjalankan peran sebagai teladan, pembimbing, dan motivator melalui penunjukan perilaku yang positif, pembiasaan sikap yang baik, penyampaian pembelajaran yang kontekstual, serta penggunaan komunikasi yang bersifat persuasif. Tantangan utama yang dihadapi dalam penelitian ini meliputi keterbatasan waktu pada pelaksanaan proses pembelajaran serta adanya perbedaan latar belakang yang dimiliki oleh para siswa. Sebagai respons terhadap kondisi tersebut, guru menerapkan pendekatan yang bersifat humanis dan kolaboratif. Penelitian ini juga menegaskan bahwa partisipasi aktif guru Pendidikan Agama Islam serta sinergi seluruh unsur sekolah memegang peranan penting dalam mendukung pelaksanaan pendidikan karakter. Selain itu, temuan penelitian ini menunjukkan bahwa pembinaan akhlak memerlukan konsistensi, keteladanan, serta dukungan lingkungan sekolah yang kondusif agar nilai-nilai moral dapat tertanam secara berkesinambungan dalam diri siswa.

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