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All Journal Tamaddun: Jurnal Kebudayaan dan Sastra Islam Jurnal Al-Tadzkiyyah Psikis : Jurnal Psikologi Islami IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL GALUNG TROPIKA Jurnal Masharif al-Syariah: Jurnal Ekonomi dan Perbankan Syariah EDUVELOP (Journal of English Education and Development) JURNAL AKUNTANSI Jurnal Hukum Lex Generalis Akademika: Jurnal Manajemen Pendidikan Islam Jurnal Ilmu Pendidikan Dasar Indonesia Jurnal Pengabdian Inovasi dan Teknologi Kepada Masyarakat Jurnal Komputer Teknologi Informasi Sistem Komputer (JUKTISI) Jurnal Pendidikan Islam TAUJIH: Jurnal Pendidikan Islam PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum International Journal of Business English and Communication (IJoBEC) Celebes Journal of Language Studies NALAR: Journal Of Law and Sharia SEWAGATI: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Assoeltan: Indonesian Journal of Community Research and Engagement EDUCATIONE: Journal of Education Research and Review Symfonia: Jurnal Pendidikan Agama Islam International Journal of Language, Education, and Literature (IJLEL) Fundamental : Jurnal Ilmiah Hukum Al-Bunyan: Interdisciplinary Journal of Qur'an and Hadith Studies Syaikhuna: Jurnal Pendidikan dan Pranata Islam STAI Syaichona Moh. Cholil Bangkalan Al-Hayat: Journal of Islamic Education Axiology
Munir
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Symbolic Meanings in the Social Interaction of Santri in the Pesantren Environment Firmansyah; Irja Putra Pratama; Munir
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.698

Abstract

This study examines the symbolic meaning of students' social interactions with ustadz, teachers, fellow students, and parents at the Muhammadiyah Boarding School Al-Manar South Sumatra. Using a descriptive qualitative approach based on case studies, this study used observation, interviews, and documentation as data collection techniques. Analysis techniques included coding and categorizing the collected data to identify related patterns and themes. This study's findings revealed that students' interactions with ustadz and teachers are symbolized by bowing and kissing the hand, reflecting respect, religious obedience, and social hierarchy. These traditions strengthen the cultural and spiritual bonds between students and their teachers. Among fellow students, calling each other akhi (brother) and ukhti (sister) symbolizes respect, unity, and leadership development. These interactions help strengthen social structures and foster character development. Interactions with parents expressed through hand kissing and santri sambangan (visits) reflect respect, emotional connection, and community support. This symbolic interaction serves as character education for the students, instilling social ethics and cultural continuity. However, the focus of the study on one pesantren limits its generalizability. Future research should explore symbolic interactions in other pesantren to provide a broader perspective. The originality of this study lies in its focus on the role of symbols in shaping hierarchies and social identities in pesantren. By examining the pesantren educational environment, this study offers new insights into how symbols influence the dynamics of power, order, and communal values.
Model of Internalization of Religious Moderation Values ​in Salafiyah Boarding Schools Rohmadi; Ibrahim, Duski; Munir
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.574

Abstract

This study aims to analyze the process of internalizing religious moderation values at the Salafiyah Islamic Boarding School, Rubath Al Muhibbien, Palembang. Religious moderation is crucial for maintaining stability and avoiding excessive religious interpretations that may violate humanitarian values, social agreements, and public order. Salafiyah Islamic boarding schools were chosen as the focus due to their pivotal role in fostering a moderate understanding of Islam, particularly in instilling these values in their students. The research utilized a qualitative phenomenological approach. Key informants included school leaders, administrators, teachers, students, alumni, and the general community. Activities observed encompassed the internalization process of religious moderation values, with classical Islamic texts (kitab kuning) serving as supporting documents: data collection methods involved observations, in-depth interviews, and written and oral documentation. The Miles and Huberman data analysis method, known for its three primary activities, data reduction, data display, and conclusion drawing or verification was employed. The findings reveal a model of internalizing religious moderation values at the Salafiyah Islamic Boarding School, consisting of three stages: value transformation, transaction, and internalization. The first stage involves value transformation through conceptual, institutional, operational, and architectural dimensions. The second stage consists of implementing advisory strategies and customary practices to instil values among students. The third stage incorporates role modelling, habituation, exemplification, advisory roles, promises, threats, and disciplinary measures. By focusing on one Islamic boarding school, the research results may not fully reflect the internalizing religious moderation values ​​in other Islamic boarding schools with different characteristics, cultures, and teaching methods. The originality lies in the model of internalizing religious moderation values ​​that have been developed. This holistic approach combines unique conceptual, institutional, operational, and architectural aspects and strategies relevant to the culture and traditions of Islamic boarding school education.
Penerapan Teknologi Pakan Lengkap Ternak Itik dalam Program Pemberdayaan Wilayah Kecamatan Patampanua Kabupaten Pinrang Syamsu, Jasmal Ahmari; Purwanti, Sri; Adzima, Ahmad Fauzan; Munir; Walinono, Andi Muh.Fuad Al Kautsar; Amal, Ichlasul
JDISTIRA - Jurnal Pengabdian Inovasi dan Teknologi Kepada Masyarakat Vol. 5 No. 1 (2025)
Publisher : Yayasan Rahmatan Fidunya Wal Akhirah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58794/jdt.v5i1.1247

Abstract

The application of complete feed technology to ducks is part of the Empowerment activities of Patampanua District, Pinrang Regency, in 2024. This activity increases productivity and efficiency in duck farming by demonstrating complete duck feed processing, at the Cenrana Farmers Group, Patampanua District, Pinrang Regency. The purpose of community service is to improve the skills of farmer group members in understanding and implementing complete feed technology, including feed raw materials, ration formulation techniques, duck feed nutritional quality, and complete duck feed processing techniques. The results of the implementation of community service show that the application of complete duck feed technology through a demonstration of feed processing based on local raw materials has been proven to increase the knowledge and skills of farmers. This can be seen from the increase in the average pre-test score (59.00 ± 6.05) to the post-test (70.76 ± 8.02), with significant differences in all aspects of the assessment. The active participation of farmers during the demonstration process, from grinding materials and mixing to storing feed, shows that the method of applying technology through practice-based accuracy, effective in improving technical skills and understanding in processing complete feed for ducks.
Students' Preferences of Oral Corrective Feedback (OCF) in an EFL Class Kidah, Nurul Akidah; Tahir, Muhammad; Munir
International Journal of Language, Education, and Literature Vol. 2 No. 2 (2025): April
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study investigates the types of oral corrective feedback (OCF) most preferred by students at SMK Negeri 1 Bone, focusing on their perceptions of various feedback methods in English as a Foreign Language (EFL) classrooms. The objective of the research is to identify which types of OCF are most effective and favored, contributing to improving teaching strategies in language learning. A quantitative research design was employed, using a structured questionnaire adapted from Bulbula (2020) to collect data from 60 students. The questionnaire included Likert-scale items ranging from 1 (strongly disagree) to 5 (strongly agree), evaluating six types of OCF: explicit correction, recast, metalinguistic feedback, clarification requests, elicitation, and repetition. The data were analyzed using SPSS version 29 to calculate descriptive statistics, including mean, standard deviation, and variance. The findings indicate that recast is the most preferred type of feedback, with the highest mean score (4.73–4.75), as its implicit nature promotes emotional safety and reduces anxiety. Repetition is also highly favored (mean: 4.15–4.17) for its ability to provide opportunities for self-correction in a supportive environment. In contrast, explicit correction (mean: 2.53), metalinguistic feedback (mean: 2.18), and elicitation (mean: 2.23–2.25) are less preferred due to their potential to cause anxiety or confusion. Clarification requests receive moderate favorability (mean: 3.53–3.55), encouraging critical thinking but requiring careful implementation to avoid stress. The study concludes that implicit feedback methods, such as recast and repetition, are more effective in fostering a positive learning experience. It recommends that educators prioritize these methods to enhance student confidence and engagement while ensuring the feedback aligns with students’ proficiency levels and needs. Future research could explore the long-term impact of preferred OCF methods on language acquisition and performance.
Students’ Perceptions Toward the Use of Digital Reading Platforms for Improving Reading Comprehension in EFL Classrooms Dinda; Noni, Nurdin; Munir
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

eleventh-grade students at SMKS YPPP Wonomulyo during the 2024/2025 academic year. In addition, it sought to examine students' perceptions regarding the effectiveness of digital reading platforms in supporting the development of their comprehension abilities. A quantitative research method was adopted, utilizing a quasi-experimental design to assess the impact of the intervention. The population consisted of second-grade students majoring in Computer and Network Technology, drawn from five available classes. Using a cluster random sampling technique, two classes were selected, one designated as the experimental group and the other as the control group, with each consisting of 32 students. The experimental group received instruction using the ReadWorks platform, while the control group continued with conventional reading materials.Data were collected through a Likert-scale questionnaire comprising 10 items that measured students’ perceptions and experiences related to the use of ReadWorks. The results indicated that students exhibited a generally positive attitude toward the digital platform, with an overall mean score of 42.7, indicating a very positive perception. Most respondents emphasized the benefits of multimedia features, notably the vocabulary support tools and audio functionalities, which aided in their understanding of more complex texts. Students reported that these features made reading activities more engaging, accessible, and less intimidating, ultimately improving their comprehension outcomes. These results suggest that the use of technology-enhanced reading platforms should be encouraged as a means of supporting students' academic success in reading Keywords: Digital Reading Platforms, ReadWorks, Reading Comprehension, Students’ Perceptions, EFL Classroom.
A Comparison of Students’ Perceptions Toward Listen-Read-Discuss and Contextual Redefinition Strategies in Learning Reading Comprehension (Aqualitative Study) Insyirah, Lilih; Munir; Mahmud, Murni
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study focuses on exploring students’ perceptions of the Listen-Read-Discuss (LRD) Strategy and Contextual Redefinition Strategy (CRS) in enhancing reading comprehension in an EFL setting. Conducted using a qualitative approach, the research involved high school students selected through simple random sampling. Interviews were used to collect data, and thematic analysis was employed to interpret students’ experiences with the two strategies. The findings revealed that students generally responded positively to both LRD and CRS. Students appreciated the structured flow of the LRD strategy — listening to information, reading the text, and participating in discussions — although some noted challenges in maintaining concentration during the listening stage, which occasionally disrupted their comprehension. Meanwhile, students perceived CRS as beneficial in enabling them to predict and understand word meanings through contextual clues, leading to a deeper grasp of the text. Overall, while both strategies were seen as helpful, students slightly favored the CRS approach for improving their reading comprehension. Keywords: Listen-Read-Discuss, Contextual Redefinition, Reading Strategies, EFL, Student Perceptions, Reading Comprehension, Comparison.
Teachers' Perceptions of the Importance of 21st Century Skills (Critical Thinking, Communication, Collaboration, and Creativity) in the English Language Learning Process Zalsabila, Alya; Munir; Fitriyani
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

21st century skills are a set of abilities and competencies that are considered important for individuals to have in order to live, learn, and work successfully in today's fast-paced, complex, and technology-based globalization era. This study aims to explore English teachers' perceptions of the importance of 21st century skills, especially the 4C skills (Critical Thinking, Communication, Collaboration, and Creativity), in the learning process at the secondary school level. Using a qualitative descriptive approach, data were obtained through in-depth interviews with two English teachers at SMPN 27 Makassar. The results showed that teachers had positive perceptions of the application of 21st century skills in teaching English. They considered that 4C skills are very important for forming students who are able to think critically, work together, communicate effectively, and create creative ideas, in line with the demands of a dynamic era. Teachers also recognize their important role in instilling these skills through an active and contextual learning approach. This study reinforces the importance of teachers' understanding of 21st century skills as a foundation for developing relevant and adaptive learning strategies in the modern era.
The Analysis Factors Affecting Students' Willingness to Communicate In EFL Classroom Syafitri, Mega; Munir; Ariyani, Amra
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This research employed a descriptive qualitative method to explore the primary factors affecting students’ Willingness to Communicate (WTC) in English as a Foreign Language (EFL). The study was conducted through observation, in-depth interviews, and documentation with EFL students and analysed using theories from Macintyre et al.’s (1998) heuristic model of WTC as the theoretical framework. The findings reveal that a complex interplay of individual, social, and pedagogical factors influences WTC. Key internal factors include communicative self-confidence, language anxiety, motivation (both instrumental and integrative), and personality traits such as introversion and extroversion. Students reported greater WTC when interacting with familiar peers, when they perceived the conversation partner as less dominant, or when the topic was familiar and engaging. Linguistic competence, particularly vocabulary and grammar mastery, also significantly impacted their willingness to speak. While the social context emerged as equally influential, students highlighted that peer support, a positive classroom atmosphere, and a non-threatening environment facilitated their WTC, while fear of making mistakes or negative evaluation, especially during formal interactions with lecturers, served as communication barriers. The flexible use of Bahasa Indonesia in combination with English was also noted as a scaffold that helped ease anxiety and improve comprehension. Overall, this study concludes that WTC is not a fixed trait but a dynamic construct shaped by psychological readiness, linguistic ability, interpersonal relationships, and instructional methods. This research should be conducted in a more varied sample. Replicating this study across different regions, educational levels, and learner demographics will help generalize the findings and strengthen the evidence base for best practices in EFL teaching. Besides, Research into how variables such as emotional intelligence, self-efficacy, and language learning beliefs interact with WTC can contribute to more personalized language teaching approaches to investigating students' WTC in the EFL classroom.
Empowering Inclusive Classrooms: Teacher Perceptions on IMLO in Developing Reading Interest Mardiana; Munir; Wahid, Abdul
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : International Journal of Language, Education, and Literature

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Abstract

This study explores teachers’ perceptions on the use of Interactive Multimedia Learning Objects (IMLO) in enhancing reading interest among mentally impaired students. In the current era of digital transformation, IMLOs have emerged as an innovative solution to support inclusive education. IMLOs combine text, audio, visuals, and interactivity, which can significantly increase motivation and engagement, particularly for students with cognitive limitations. Despite the growing body of literature on IMLOs in special education, research focused on mentally impaired students, especially within the Indonesian context, remains limited. The study adopts a qualitative descriptive method to gain in-depth insights into teachers' experiences. Data were collected through semi-structured interviews with two English teachers from SLB Al Qasmi Watampone, supported by documentation such as classroom photos and videos. Thematic analysis revealed two major categories of perception: positive and negative. On the positive side, teachers observed increased student enthusiasm, longer attention spans, and more independent exploration of materials when using IMLO. They also acknowledged that IMLOs support varied, enjoyable, and effective learning experiences by utilizing platforms like YouTube, Wordwall, and Duolingo. IMLOs were considered helpful instructional tools that ease the teaching process and adapt well to students’ needs. However, negative perceptions emerged due to limited infrastructure such as the lack of adequate computers, the need for constant supervision to avoid exposure to inappropriate content, and behavioral management challenges. Students often imitate content without fully understanding it, highlighting the need for teacher-guided learning alongside IMLO use. This study concludes that while teachers generally hold positive views of IMLOs, maximizing their benefits requires sufficient technological support, supervision strategies, and structured literacy approaches. The findings offer practical implications for improving digital resource implementation in inclusive classrooms.
WOMEN WORK TO HELP THEIR HUSBANDS TO MEET THE FAMILY'S NEEDS: A STUDY OF MAQASHID AL-SHARIAH Munir
Syaikhuna: Jurnal Pendidikan dan Pranata Islam Vol. 14 No. 02 (2023): October
Publisher : STAI Syaichona Moh. Cholil Bangkalan

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Abstract

Pemberian nafkah dalam Islam menjadi tanggung jawab oleh seorang suami. Ketentuan kewajiban suami memberi nafkah menimbulkan suatu persoalan yang baru mengenai pelaksanaan istri bekerja untuk memenuhi kebutuhan keluarga. Tujuan penelitian ini adalah untuk mengevaluasi nilai- nilai syariat yang ada pada kasus perempuan bekerja untuk nafkah. Permasalahan dalam penelitian ini adalah bagaimana perempuan bekerja mencari nafkah untuk kebutuhan keluarganya dalam pandangan maqashid syariah, apa faktor-faktor yang mempengaruhi perempuan yang bekerja mencari nafkah, antara lain: faktor suami yang sakit, turut menyiapkan masa depan keluarga serta faktor membantu penghasilan suami untuk memenuhi kebutuhan keluarga dan hal ini dapat dibenarkan dengan merujuk pada maqashid syariah. Penelitian ini menggunakan metode penelitian deskriptif dengan menggunakan pendekatan analisis deskriptif kualitatif. Hasil penelitian ini adalah bahwa dalam suatu keluaga suami dan istri dapat berperan sama dalam keluarga, istri berperan sebagai pencari nafkah untuk keluarganya karena berbagai faktor yang menyebabkan tidak terpenuhinya kebutuhan keluarga.
Co-Authors Abdul Wahid Abdullah Achmad Tifaza Alfarizi Adi Anggarana Adi F Mahmud, Adi F Adrian, Deni Adzima, Ahmad Fauzan Aliyah Nur Khalizah Amal, Ichlasul Amanda Nur Utami Andhita Kartiwa Andi Ahmad Ahkam Andi Ainun Anggreni, Sulastri Putri Ani Anisyah Ardiansyah Ahmad Ariyani, Amra Asriati Audyna Muhiddah Bahrun Citra, Nia Dinda Duski Ibrahim Duski Ibrahim, Duski Eliza, Mita Fadilla, Andi Aenul Fanisyah Maliki Farida Isroani Firmansyah Fitriyani Gani, Siti Nurfadhilah Geminastiti Sakkir Gufran Hadijah Hazah Agung Izni Helmiyanti Hendra Herlinda, Fitra Husnatul Mahmudah Ifa Datuzuhriah Iksan ILHAM Insyirah, Lilih Irja Putra Pratama Islami, Diniyatun Joko Bagio Santoso Juhriati Juliawati Rauf, Juliawati Jumhur Karoma Kasmar Khaerani, Raisa Nurul Khairunnisa Kidah, Nurul Akidah La Sunra Lorosae, Teguh Anysor Lukman Nul Hakim Ma'ari, Aman Maemuna Muhayyang MARDIANA Marhani, Andi Maulida M, Nur Rahma Mohd Roslan Mohd Nor, Mohd Roslan Mohd Muh Fitrah, Muh Muh Tahir Muh. Rezky Chalik Muh. Tahir Muhammad Aminullah, Muhammad Muhammad Fakhri Fadhlurrahman Muhammad Rifqi Syamsuddin Muhammad Tahir Murni Mahmud Mustakim, Iqbal Nasrullah Nilam Agustryanti Noni, Nurdin Novia, Lely NUR AENI Nurhasnawati Nurlaili Nurul Izati Mardiah Qurrotu Ainii Rahman, Ade Rahmawati Semaun Ramadhan, Sahrul Rifani Vidia Rimi Gusliana Mais Rizki Farabi Rohmadi Salwa, Rafiqa Salwa Patty Sembiring, Rinawati Sinta Siti Zulaikhah Sri Purwanti Suharti Sukardi Weda, Sukardi Sukirman Sunra, La Syafitri, Mega Syamsuddin Syaputri, Sulis Umi Nurul Fahri Virgita Crustia Wa Ode Julistina Toresa Walhidayah Walinono, Andi Muh.Fuad Al Kautsar Wihardi, Yaya Wulansari, Siti Sarah Yudha, Azzahra Alika Putri Zalsabila, Alya Zuhrah