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All Journal Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Jurnal Paedagogy Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Shofiyuddin, Muh.
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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THE IMPLEMENTATION OF AL-GHAZALI’S THOUGHT ON CHARACTER EDUCATION AT SEMAI ELEMENTARY SCHOOL Husni Mubarok; Shofiyuddin, Muh.; Harsono, Harsono; Fauziati, Endang; Musiyam, Muhammad
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 8 No. 2 (2024): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v8i2.3947

Abstract

The implementation of the independent curriculum at the elementary school level through the implementation of the project of strengthening the profile of Pancasila students (P-5) requires schools to apply character values as they should. However, elementary schools do not yet fully understand the concept of character values conveyed by Muslim figures and their implementation in schools. This research aims to describe character education according to Al-Ghazali and the implementation of character education in schools. This research method is done qualitatively by means of literature study and descriptive study through learning observation at school and interviews with teachers. The collected data was then analyzed qualitatively with the stages of reducing data, presenting data, and drawing conclusions. The results show that the character education carried out at Semai Elementary School is in accordance with the moral values conveyed by Al-Ghazali in the aspects of moral education, methods of moral formation, and character values that emerge such as having faith and good character, independence, critical reasoning, creative, mutual cooperation and global diversity.
ENGLISH LECTURERS’ BELIEFS AND PRACTICES IN TEACHING WRITING THROUGH FEEDBACK Mubarok, Husni; Shofiyuddin, Muh.; Harsono, Harsono; Sutama, Sutama; Murtiyasa, Budi; Sofiana, Nina; Andriyani, Santi
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 11, No 2 (2024)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v11i2.7667

Abstract

Feedback is crucial in the writing learning process, as it enables students to enhance the quality of their work after receiving input from their teacher. Nonetheless, lecturers do not completely grasp the essence of writing education. This study seeks to explore lecturer' beliefs about teaching writing through feedback, describe how these beliefs are applied in teaching practices, and identify any discrepancies between these beliefs and what occurs in the classroom. This research employs a qualitative methodology through a case study. Data were collected via interviews with teachers and students, along with learning observations, and were then analyzed using both qualitative and quantitative methods through descriptive statistics. The findings of the study suggest that feedback plays a vital role in teaching writing, particularly when complemented by Merdeka curriculum centered on outcome-based learning. The different types of feedback used in learning include written feedback, conferencing, and peer feedback. The roles that lecturers take on include facilitator, provider of feedback, and coordinator. The disparity that arises pertains solely to the lecturer's role in providing feedback, without taking any corrective measures. This research suggests that implementing corrective feedback can enhance students' writing skills.
BOMCAR 7: Developing Board Game Card Media for Enhanced Grammar Learning Among Indonesian EFL Students Aliyyah, Naily Samakhatal; Shofiyuddin, Muh.
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.16910

Abstract

This study aims to develop and evaluate BOMCAR 7 (Board Game Card Media Tenses Adventure), a game-based learning tool designed to enhance grammar proficiency through interactive instruction. Using a one-group pretest-posttest design, the research investigates the effectiveness of board game card media among 30 tenth-grade students at a private Islamic senior high school in Jepara, Indonesia. The development followed the ADDIE model, incorporating needs analysis, expert validation, and field testing. The board game focused on simple present tense structures within the "Great Athletes" theme, aligning with Indonesia's Merdeka Curriculum. Validation by experts, teachers, and students yielded high ratings (85.0%-91.6%), confirming pedagogical quality and classroom feasibility. Statistical analysis revealed significant learning improvements. Students' grammar scores increased from pretest (M = 62.2, SD = 12.57) to posttest (M = 76.8, SD = 9.60), representing a 14.6-point gain with a large effect size (Cohen's d = 3.11, p < 0.001). Both parametric and non-parametric analyses confirmed these robust results. Qualitative findings showed increased motivation, enhanced collaboration, and reduced anxiety. Classroom observations documented active engagement and sustained attention during game sessions. The findings demonstrate that board game card media effectively enhances grammar instruction in EFL contexts. BOMCAR 7 successfully transformed abstract grammatical concepts into engaging learning experiences while maintaining curricular alignment. These results contribute to game-based language learning evidence and provide practical guidance for educators seeking innovative grammar instruction methods.
Co-Authors Aliyyah, Naily Samakhatal Andriyani, Santi Budi Murtiyasa Endang Fauziati Harsono Harsono Husni Mubarok Husni Mubarok Muhammad Musiyam, Muhammad Nina Sofiana Sutama