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The Use of Indonesian Slang by Makassar Families in Their Daily Interaction Jabri, Umiyati; Samad, Ita Sarmita
Maspul Journal of English Studies Vol 1 No 2 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i2.116

This research was aimed at finding out the kind of Indonesian slang that is used by Makassar family in their daily interaction. Indonesia slang’s called bahasa gaul (the 'social language'), where bahasa means 'language' and gaul means 'social', 'cool' or 'trendy'. Indonesian slang is predominantly used in everyday conversation, social milieus, among popular media and, to a certain extent, in teen publications or pop culture magazines. The researchers employed descriptive research method.. The researcher took the audio recordings, wrote the transcript of conversation, and analysing the extract of conversation .The researchers took their own family as the subject of the research. The result showed most of Makassar family use Indonesian slang in their daily interaction. They are rare use Indonesian formal language when they speak with the others family member. There are two kinds of Indonesian slang which is always used by them, namely Jakarta slang and Makassarese slang.

Artificial Intelligence for Educ-AI-tion: AI Integration on Scientific Writing Strategies in Lecturer Training Programs Ismail, Ismail; Jabri, Umiyati
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.7611

The use of artificial intelligence (AI) in the context of education has become an increasingly relevant topic in the modern era. This study aims to explore the integration of AI into lecturer training programs at Universitas Muhammadiyah Enrekang, focusing on the development of effective scientific writing strategies. A qualitative approach with a case study design is employed in this research, involving interviews with lecturers and training instructors, observation during training sessions, and analysis of relevant training program documents. The findings highlight the need for AI integration in the development of scientific writing skills, as well as various strategies that can be implemented in training programs. Challenges and opportunities related to this integration are also identified. This study contributes to understanding the importance of AI usage in education and the professional development of lecturers, particularly at Universitas Muhammadiyah Enrekang.

Challenges in Grammar Learning Among EFL Students: A Case Study of an Indonesian University Mustakim, Mustakim; Jaya, Nur Musfirah; Jabri, Umiyati
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2598

This study investigates the grammar learning difficulties faced by first-semester English Education students at Muhammadiyah University of Enrekang. A qualitative research approach was employed, involving semi-structured interviews and document analysis of 14 students' academic records. The data were analyzed using thematic analysis, focusing on identifying recurring patterns in the students' experiences and challenges. The findings reveal three main categories of difficulties: cognitive challenges, instructional shortcomings, and environmental constraints. Cognitive challenges include struggles with understanding fundamental grammar concepts, such as tenses and subject-verb agreement, compounded by difficulties in retaining rules and applying them in practical contexts. Instructional shortcomings emphasize monotonous teaching methods, lack of contextualized practice, and insufficient feedback, which hinder students' progress. Environmental constraints, including limited exposure to English and inadequate social support, exacerbate these challenges. The study highlights the importance of adopting interactive, student-centered teaching methods and integrating grammar instruction into broader language skills. Practical recommendations include the use of innovative strategies such as project-based learning, grammar-focused digital tools, and the creation of English-speaking environments. These findings provide valuable insights for educators and policymakers to enhance the effectiveness of grammar instruction in EFL contexts and improve student outcomes.

The Influence of Handbook Made By KUKIS Program to Student English Vocabulary jabri, Umiyati; Ismail, Ismail; Assidiq, Ilham; Samad, Ita Sarmita; Setiawan, Ahmad Fajrin
Maspul Journal of English Studies Vol 5 No 2 (2023): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.5839

This study examines the effect of utilizing a handbook developed within the KUKIS program on enhancing students' English vocabulary. Research was conducted in SD Negeri 110 Lura with a population were students of V and VI. The research was carried out using experimental research with a Pre-experimental Research Design with The One-Shot Case Study. Data of research statistical was analyzed by the model of simple linear regression. Results of the analysis indicated that the correlation coefficient value was 0.87 and the determination coefficient value was 0.75. Based on the result, it can be assumed that there is a very high positive linear influence of the handbook made by the KUKIS Program on students’ English vocabulary at English learning with a contribution of 76% and equation regression is Y =0.75X+ 7.06. These outcomes underscore the substantial positive impact of integrating the KUKIS Program handbook in enhancing students' English vocabulary in an instructional context.

Upaya Meningkatkan Hasil Belajar Mata pelajaran Ilmu Pengetahuan Sosial Melalui Metode Demonstrasi dan Make a Match Siswa Kelas V UPT SDN 289 Pinrang Hasnawiyah, Hasnawiyah; Assidig, Ilham; Jabri, Umiyati
Cokroaminoto Journal of Primary Education Vol. 8 No. 2 (2025): April - Juni 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.8.2.2025.5668

Urgensi penelitian ini didasari oleh rendahnya hasil belajar siswa pada mata pelajaran Ilmu Pengetahuan Sosial yang ditunjukkan oleh capaian nilai di bawah Kriteria Ketuntasan Minimal (KKM), serta terbatasnya penggunaan metode pembelajaran inovatif yang mampu memfasilitasi pemahaman konsep sosial secara efektif dan menyenangkan. Penelitian ini bertujuan untuk meningkatkan nilai hasil belajar mata pelajaran Ilmu Pengetahuan Sosial pada siswa kelas V UPT SDN 289 Pinrang melalui penerapan metode demonstrasi dan Make A match. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang dilaksanakan dalam tiga siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek dalam penelitian ini adalah siswa kelas V UPT SDN 289 Pinrang tahun ajaran 2023/2024 yang berjumlah 28 orang, terdiri dari 15 siswa laki-laki dan 13 siswa perempuan. Penelitian dilaksanakan pada semester genap tahun ajaran 2023/2024, tepatnya dari bulan Januari hingga Maret 2024. Teknik pengumpulan data yang digunakan adalah observasi, tes, dokumentasi, catatan lapangan, dan wawancara. Teknik analisis data menggunakan analisis deskriptif kuantitatif untuk melihat peningkatan nilai hasil belajar siswa. Hasil penelitian menunjukkan bahwa pada prasiklus, rata-rata nilai hasil belajar siswa adalah 30%. Setelah penerapan metode demonstrasi dan Make A match pada siklus I, rata-rata nilai hasil belajar meningkat menjadi 60%. Hasil pelaksanaan siklus II, terjadi peningkatan rata-rata nilai hasil belajar menjadi 80%. Kesimpulan dari penelitian ini adalah penerapan metode demonstrasi dan Make A match efektif dalam meningkatkan nilai hasil belajar mata pelajaran Ilmu Pengetahuan Sosial siswa kelas V UPT SDN 289 Pinrang

Pengaruh Model Pembelajaran Project Based Learning terhadap Kemampuan Berpikir Kritis Siswa pada Pembelajaran IPA di UPT SDN 8 Pinrang Hidayatullah, A. M. Syarif; Masnur, Masnur; Jabri, Umiyati
Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Vol. 5 No. 1 (2025): Januari - Juni 2025
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/pelita.5.1.2025.588

Rendahnya kemampuan berpikir kritis siswa sekolah dasar dalam pembelajaran IPA, yang tercermin dari dominasi pembelajaran konvensional yang berpusat pada guru dan kurangnya keterlibatan aktif siswa dalam proses pembelajaran, sehingga diperlukan inovasi pendekatan seperti pembelajaran berbasis proyek yang dapat merangsang partisipasi, pemecahan masalah, dan refleksi mendalam terhadap materi yang dipelajari. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran pembelajaran berbasis proyek terhadap peningkatan kemampuan critical thinking siswa kelas 4 pada pembelajaran IPA di UPT SDN 8 Pinrang. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-eksperimental dan desain Nonequivalent Control Group Design. Sampel penelitian terdiri dari 60 siswa kelas 4 yang terbagi menjadi kelompok eksperimen (30 siswa) dan kelompok kontrol (30 siswa). Instrumen penelitian meliputi tes kemampuan berpikir kritis, lembar observasi, angket respons siswa, dan rubrik penilaian proyek. Hasil penelitian menunjukkan perbedaan signifikan antara kemampuan berpikir kritis siswa kelompok eksperimen yang belajar dengan Model Pembelajaran berbasis proyek dan siswa kelompok kontrol yang belajar dengan pembelajaran konvensional. Rata-rata skor post-test kelompok eksperimen (78,67) lebih tinggi dibandingkan kelompok kontrol (62,53), dengan peningkatan (N-Gain) pada kelompok eksperimen (0,47) dalam kategori sedang, sedangkan kelompok kontrol (0,11) dalam kategori rendah. Penerapan Model Pembelajaran berbasis proyek efektif dalam mengembangkan aspek berpikir kritis terutama pada indikator evaluasi, inferensi, dan regulasi diri. Integrasi dengan kearifan lokal Pinrang, memperkaya pengalaman belajar siswa. Keterbatasan penelitian terletak pada durasi relatif singkat dan fokus yang terbatas pada tema "Energi dan Perubahannya". Penelitian selanjutnya disarankan untuk memperpanjang durasi penelitian, memperluas cakupan tema pembelajaran, dan mengeksplorasi integrasi dengan pendekatan pembelajaran lain.

Empowering Regional Tourism Stakeholders through Cooperative Learning: A Case Study Approach MUSTAKIM; EMIRATI; MUTMAINNAH; JABRI, Umiyati; ARIANI, Nina
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5396

Tourism holds great potential for regional development, particularly in culturally rich but underdeveloped areas like Enrekang Regency, South Sulawesi, Indonesia. However, limited human capital and fragmented stakeholder collaboration often hinder growth. This study explores the integration of the Cooperative Learning (CL) model into tourism education to enhance student competencies and support community-based tourism (CBT) development. Using a qualitative case study approach, data were collected through classroom observations, focus group discussions, and interviews with educators, students, tourism practitioners, and government officials. The findings reveal that CL significantly increased student engagement, strengthened English communication, leadership, and teamwork skills, and empowered students to lead real-world projects. These included the creation of 12 local tour packages, 7 digital promotional videos used by tourism offices, and the coordination of 5 village tourism events, contributing to increased local tourism visibility. Institutional support and cross-sector collaboration emerged as key success factors. The study concludes that embedding CL in tourism education not only enhances academic outcomes but also creates meaningful contributions to local tourism development. The model presented offers a replicable framework for aligning education with regional development goals, particularly in rural areas where tourism potential remains untapped

Enhancing Student Engagement and Critical Thinking through the AERO Staged Pedagogy in EFL Higher Education Jabri, Umiyati; Ismail, Ismail; Samad, Ita Sarmita
Maspul Journal of English Studies Vol 7 No 2 (2025): Technology Mediated Langauge Learning, Teaching and Assessment_Artificial Intelli
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.9125

This study investigates the implementation of the AERO (Activation → Exploration → Reflection → Outcome) framework as a staged pedagogy to enhance student engagement and critical thinking skills among English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Enrekang, Indonesia. Employing a mixed-method design with a pre-experimental one-group pretest–posttest approach, the research involved 22 undergraduate students enrolled in an academic writing course. Quantitative data were collected through a student engagement questionnaire and a critical thinking test adapted from the Watson–Glaser Critical Thinking Appraisal (WGCTA), while qualitative data were obtained from classroom observations and focus group discussions (FGD). Results revealed moderate to high engagement across cognitive, affective, and behavioral dimensions, supported by qualitative evidence of increased participation, motivation, and collaboration during the staged activities. Although the improvement in critical thinking test scores (M_pre = 3.73; M_post = 4.27) was not statistically significant (p > .05), qualitative findings demonstrated notable cognitive shifts toward analytical, evaluative, and reflective reasoning. The AERO stages fostered progressive scaffolding, transferring learning responsibility from teacher to student while promoting reflective, evidence-based argumentation. Theoretically, this study contributes to EFL pedagogy by linking three engagement dimensions with four critical thinking subskills within a coherent process model. Practically, AERO offers a replicable design framework for fostering student-centered learning, reflective inquiry, and critical literacy in EFL classrooms. Recommendations for future research include extending the intervention period and exploring AERO’s application in digital or hybrid learning contexts.

Enhancing Student Engagement and Critical Thinking through the AERO Staged Pedagogy in EFL Higher Education Jabri, Umiyati; Ismail, Ismail; Samad, Ita Sarmita
Maspul Journal of English Studies Vol 7 No 2 (2025): Technology Mediated Langauge Learning, Teaching and Assessment_Artificial Intelli
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.9125

This study investigates the implementation of the AERO (Activation → Exploration → Reflection → Outcome) framework as a staged pedagogy to enhance student engagement and critical thinking skills among English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Enrekang, Indonesia. Employing a mixed-method design with a pre-experimental one-group pretest–posttest approach, the research involved 22 undergraduate students enrolled in an academic writing course. Quantitative data were collected through a student engagement questionnaire and a critical thinking test adapted from the Watson–Glaser Critical Thinking Appraisal (WGCTA), while qualitative data were obtained from classroom observations and focus group discussions (FGD). Results revealed moderate to high engagement across cognitive, affective, and behavioral dimensions, supported by qualitative evidence of increased participation, motivation, and collaboration during the staged activities. Although the improvement in critical thinking test scores (M_pre = 3.73; M_post = 4.27) was not statistically significant (p > .05), qualitative findings demonstrated notable cognitive shifts toward analytical, evaluative, and reflective reasoning. The AERO stages fostered progressive scaffolding, transferring learning responsibility from teacher to student while promoting reflective, evidence-based argumentation. Theoretically, this study contributes to EFL pedagogy by linking three engagement dimensions with four critical thinking subskills within a coherent process model. Practically, AERO offers a replicable design framework for fostering student-centered learning, reflective inquiry, and critical literacy in EFL classrooms. Recommendations for future research include extending the intervention period and exploring AERO’s application in digital or hybrid learning contexts.

Analisis Hasil Belajar dalam Pembelajaran Matematika dengan Metode Jarimatika pada Siswa Kelas III di Madrasah Ibtidaiyah Muhammadiyah Buntu Barana Annisa, Nur; Jabri, Umiyati; Rahmat, Rahmat
Cokroaminoto Journal of Primary Education Vol. 8 No. 1 (2025): Januari - Maret 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.8.1.2025.5308

Penelitian ini dilatarbelakangi oleh rendahnya prestasi belajar matematika pada siswa kelas III di Madrasah Ibtidaiyah Muhammadiyah Buntu Barana, yang memerlukan pendekatan pembelajaran yang lebih aktif dan menarik. Tujuan penelitian ini adalah untuk mengetahui apakah pendekatan jarimatika dapat meningkatkan prestasi belajar siswa dalam mata pelajaran matematika. Penelitian ini menggunakan metode penelitian tindakan kelas dengan dua siklus, yang terdiri dari empat komponen utama: perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini adalah 18 siswa kelas III Madrasah Ibtidaiyah Muhammadiyah Buntu Barana. Data dikumpulkan melalui tes awal dan tes akhir pada setiap siklus. Hasil penelitian menunjukkan bahwa penerapan metode jarimatika dapat meningkatkan prestasi belajar siswa, yang tercermin dari peningkatan jumlah siswa yang tuntas belajar. Pada siklus I, hanya 44,44% siswa yang tuntas, sedangkan pada siklus II, persentase siswa yang tuntas meningkat menjadi 83,33%. Penerapan metode jarimatika terbukti dapat meningkatkan hasil belajar siswa dalam pembelajaran matematika. Penelitian ini diharapkan memberikan kontribusi positif bagi pengembangan metode pembelajaran yang lebih efektif di sekolah-sekolah dasar.

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