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Penguatan Kapasitas Budaya Andeb Ashor Dan Patronisasi Masyarakat Madura Amalia, Laili; Hayat, Hayat
Jurnal Inovasi Ilmu Sosial dan Politik (JISoP) Vol 1 No 1 (2019)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jisop.v1i1.2686

Abstract

Kecepatan teknologi dan informasi serta globalisasi yang semakin instan memberikan konskuensi nyata dalam kehidupan masyarakat kini. Rasa individualisme terus bergerak menuju struktur sosial masyarakat indonesia yang disertai oleh jarak yang didekatkan oleh teknologi tetapi dijauhkan oleh rasa ukhuwah islamiyah yang semakin terkikis. Patronisasi sudah bergeser, dari panutan terhadap orang-orang yang berilmu, sholeh dan dekat dengan Tuhannya, beralih kepada kekuatan teknologi sebagai alat komunikasi dan menyelesaikan persoalan hidup. Tak terkecuali, masyarakat Madura yang dikenal sebagai masyarakat santri, meneguhkan nilai andeb ashor dalam kehidupan keluarga maupun sosial kemasyarakatan. penuh ketawadduan terhadap nilai-nilai patronisasi kepada kiai, ulama dan orang alim, menjunjung tinggi nilai-nilai sosial kemasyarakat, kegotongroyongan, musyawarah mufakat sebagai pengambilan keputusan dalam struktur sosial masyarakat Madura, serta kehidupannya yang memegang teguh pada prinsip-prinsip kebersamaan dan kemandirian sosial.
Fostering Critical Thinking in Academic Writing through a Meta-Reflective Model: Integrating Self-Assessment and Inquiry-Based Learning Harsono, Harsono; Amalia, Laili; Sanulita, Henny; Aticqa, Emas Malika Balqies Putri; Rahmatullah, Affan Maulidi
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 7 No. 2 (2026)
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.v7i2.22099

Abstract

Academic writing in higher education requires students to demonstrate critical and reflective thinking skills. However, writing instruction rarely provides a systematic model that integrates metacognitive reflection into the writing process. This gap causes students to experience difficulties in linking self-reflection with the development of academic argumentation. This study aims to develop and examine the effectiveness of a meta-reflective writing model that integrates self-assessment and inquiry-based learning to enhance students’ critical thinking skills. The study employed a research and development (R&D) approach encompassing a preliminary study, model design, expert validation, limited trials, and effectiveness testing. The participants consisted of two expert validators and 20 students enrolled in a language education program. Validation results indicated that the model was highly feasible, with a mean score of 4.47. Findings from the limited trials demonstrated improvements in the quality of students’ written argumentation. Effectiveness testing using a one-group pretest–posttest design revealed a statistically significant increase in critical thinking scores from 22.1 to 44.4 (p < 0.001).These findings confirm that the meta-reflective writing model is effective, practical, and relevant as a pedagogical approach for strengthening critical thinking in academic writing, although further refinement of indicators at the pre-writing stage is still required.