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All Journal ADDIN ADDIN JOLLT Journal of Languages and Language Teaching
Ulyan, Mohammad
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media

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Islamic Spiritual Deconstruction: Kanjeng Ratu Kidul Myth in Kiai Ibnu Hajar’s View Suwito, S.; Ulyan, Mohammad; Novianti, Ida; Muflihah, M.
ADDIN Vol 14, No 2 (2020): ADDIN
Publisher : LPPM IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v14i2.8341

Abstract

This article aims to study and analyze the Islamic spiritual sides of the deconstruction in Kanjeng Ratu Kidul belief from the perspective of Kiai Ibnu Hajar. Kanjeng Ratu Kidul is a very popular myth among people in the southern part of Java Island. Most of them hold annual ceremonies as a way to express their request for having the blessing and being avoided from disasters. The data of this research were collected through in-depth interviews and participatory observations. Derrida’s deconstruction theory was applied to analyze the spirituality aspects. There are three deconstruction processes: (1) logocentric identification; (2) internal contradiction return; (3) difference or building new construction. This research found that Kiai Ibnu Hajar’s deconstruction spirituality was performed in three stages: (1) visual identification stage, which is done through eliciting the discourse of Kanjeng Ratu Kidul by her pictures or photos; (2) returning stage, which is done through mind-verbal activities, i.e. by understanding the nature and existence of human being through religious teachings and informal chats; (3) building new concept, which is actualized through the use of new terms among the members of Jamaah Aolia Panggang Mosque.
Islamic Spiritual Deconstruction: Kanjeng Ratu Kidul Myth in Kiai Ibnu Hajar’s View Suwito, S.; Ulyan, Mohammad; Novianti, Ida; Muflihah, M.
ADDIN Vol 14, No 2 (2020): ADDIN
Publisher : LPPM IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v14i2.8341

Abstract

This article aims to study and analyze the Islamic spiritual sides of the deconstruction in Kanjeng Ratu Kidul belief from the perspective of Kiai Ibnu Hajar. Kanjeng Ratu Kidul is a very popular myth among people in the southern part of Java Island. Most of them hold annual ceremonies as a way to express their request for having the blessing and being avoided from disasters. The data of this research were collected through in-depth interviews and participatory observations. Derrida’s deconstruction theory was applied to analyze the spirituality aspects. There are three deconstruction processes: (1) logocentric identification; (2) internal contradiction return; (3) difference or building new construction. This research found that Kiai Ibnu Hajar’s deconstruction spirituality was performed in three stages: (1) visual identification stage, which is done through eliciting the discourse of Kanjeng Ratu Kidul by her pictures or photos; (2) returning stage, which is done through mind-verbal activities, i.e. by understanding the nature and existence of human being through religious teachings and informal chats; (3) building new concept, which is actualized through the use of new terms among the members of Jamaah Aolia Panggang Mosque.
The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context Rachmawati, Umi; Pradita, Linda Eka; Ulyan, Mohammad; Sotlikova, Rimajon
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8976

Abstract

The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.
The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context Rachmawati, Umi; Pradita, Linda Eka; Ulyan, Mohammad; Sotlikova, Rimajon
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8976

Abstract

The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.
Co-Authors Ida Novianti Linda Eka Pradita, Linda Eka Muflihah, M. Sotlikova, Rimajon Suwito, S. Umi Rachmawati