Article Per Year (5 Year)
p-Index From 2020 - 2025
0.817
P-Index
This Author published in this journals
All Journal BASIS (BAHASA DAN SASTRA INGGRIS) Jurnal Ilmiah Mandala Education (JIME) Edukasia: Jurnal Pendidikan dan Pembelajaran
Mas'ud, Bulqia
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
HUBUNGAN FAKTOR KEPRIBADIAN DAN STRATEGI PEMBELAJARAN BAHASA DALAM MENGEMBANGKAN KETERAMPILAN BERBICARA Asrawaty, Andi; Mas'ud, Bulqia; Imansari, Nurul
BASIS (Bahasa dan Sastra Inggris) Vol 9 No 1 (2022): JOURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v9i1.5474

Abstract

Speaking skill was one of essential parts in language learning and needed to be mastered by every student for a better foreign language communication. The aims of this research were (1) to find out the language learning strategies used by the students based on their personality factors (2) to observe the extent to which the personality factors and language learning strategies correlate with speaking skill, (3) to elaborate the interplay of personality factors and language learning strategies in developing students’ speaking skill. 25 students in the fourth semester of 2015/2016 class of English Education Department at Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Muhammadiyah Bone were selected by purposive sampling. The research employed mixed method of descriptive quantitative (correlation) and descriptive qualitative analysis. Quantitative data were collected first from questionnaires and speaking test and qualitative data from interview. The results of the research indicated that most of extrovert students prefer to use indirect learning strategies (69%) while introvert students prefer to use direct learning strategies (89%). The correlation of personality factors and speaking skills was low (r=0.08), whereas the correlation of language learning strategies and speaking skill was strong (r=0.6). Therefore, the interplay of personality factors and language learning strategies showed that personality factors contribute to important roles in choosing the appropriate language learning strategies in developing speaking skill.
Do Educational Inequalities Exist in Online Learning amidst Covid-19 Pandemic? Experiences of Higher Education Students in West Sulawesi Mas'ud, Bulqia
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i1.1030

Abstract

Several studies prove that the visible factors of educational inequalities are socioeconomic status (SES) disparities in society. Students from rural areas and poor families face difficulties accessing high-quality Information and Communication Technology for online learning. The digital divide in urban and rural areas has become more evident during the covid-19 pandemic. The purpose of this study is to investigate whether educational inequalities exist in the online learning experiences of students in West Sulawesi amidst Covid-19 pandemic. Quantitative research was applied in this study using random sampling from 381 students in West Sulawesi. Furthermore, the data were assessed with a one-way ANOVA test. The descriptive statistic of the population reveals that most higher education students in West Sulawesi come from very low to low SES families. The test of difference confirms that students who live in rural, suburban, and urban areas showed a different level of technology access where students from rural areas have lower access to technology for online learning. However, the result evinces no difference in accessing technology for online learning across the socioeconomic status levels. For further investigation, the researcher recommends doing in-depth exploration specifically in the population to find an accurate answer of why educational inequalities do not exist across SES level.
Identifying Key Predictors of Academic Engagement in Low-Performing Schools: The Interplay Between Social Context and Psychological Factors Mas'ud, Bulqia; Sunusi, Zulfianah; Zuhdiah, Zuhdiah; Sahupala, Okky Naomi
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1348

Abstract

Research shows that students’ academic engagement is influenced by both social and psychological factors. This study aims to explore which aspects of social context (family, school, and community), and psychological traits (self-efficacy, perseverance, and resilience) affect academic engagement. A quantitative approach with correlational design and multiple regression analysis was used. The research included 437 students from primary and junior high schools, focusing on 15 schools identified as having low to medium academic performance. The findings indicate that within the social context, family-related factors, particularly parental supervision, along with the number of teachers, are significant predictors of academic engagement. Among psychological factors, self-efficacy, perseverance, and resilience all positively influence engagement, with self-efficacy being the most significant. Overall, psychological factors were found to have a stronger impact on academic engagement than social factors. The study concludes that despite challenges such as socioeconomic disadvantages and limited support from schools and communities, students can still achieve better academic outcomes if they develop key psychological strengths. Providing interventions that promote self-belief and motivation can help students cultivate self-efficacy, perseverance, and resilience, which are critical for their future success. This highlights the importance of nurturing these traits to improve academic engagement and achievement.
The Role of Adult Education in Social Change: A Critical Review of Stephen Brookfield’s Scholarship Mas'ud, Bulqia; Imansari, Nurul
Jurnal Ilmiah Mandala Education (JIME) Vol 8, No 3 (2022): Jurnal Ilmiah Mandala Education (Agustus)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v8i3.3718

Abstract

The purpose of this study is to understand the role of adult education in social change based on Stephen Brookfield’s scholarship. A critical review is done to analyze Brookfield’s thoughts and views about adult education. After reviewing four articles written by Brookfield, we found that there are three main roles of adult education formulated by Brookfield. First, adult education takes a role in social justice; second, adult education takes a role in social and political change, and third, adult education plays a role in social and community development. Besides, we also discuss the tradition of Brookfield scholarship which is mainly influenced by Marxism and understanding his identity as white Englishman and neutral academician who defends voices of marginal people rooted from his rich experiences work with minority group. Last, we bring up the educational practices suggested from Brookfield’s that views education related to social responsibility and policy which is not merely about teaching practice in classrooms. It is more a practical and critical education agenda that can solve public and social problem which inform policy making and concern on social injustice in the community.
Co-Authors Asrawaty, Andi Imansari, Nurul Okky Naomi Sahupala Sunusi, Zulfianah Zuhdiah, Zuhdiah