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All Journal Qalam: Jurnal Ilmu Kependidikan IJGIE (International Journal of Graduate of Islamic Education) Teaching and Learning Journal of Mandalika (Teacher) Jurnal Minfo Polgan (JMP) STLISTIKA: Jurnal Bahasa, Sastra, dan Pengajarannya
Norliani
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Analisis Unsur Intrinsik Pada Film” The Ron Clark” Karya Randa Haines Norliani; Noormaliah
STILISTIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Vol 5 No 1 (2020): Stilistika: Jurnal Bahasa, Sastra, dan Pengajarannya
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (204.401 KB) | DOI: 10.33654/sti.v5i1.1161

Abstract

“The Ron Clark” adalah suatu film yang bertemakan pendidikan, menceritakan tentangseorang guru yang membawa perubahan yang sangat besar terhadap anak didiknya. Cerita initerinsfirasi dari pengalaman nyata yang terjadi pada Ron Clark seorang guru yang sangat inovatif,kreatif cerdas , pantang menyerah, penyayang dan bersemangat. Penelitian ini bertujuan untukmengetahui unsur intrinsic yang terdapat pada film “ The Ron Clark”. Penelitian ini adalahpenelitian deskriptif kualitatif dengan mengamati secara menyeluruh terhadap objek penelitianyaitu film “ The Ron Clark”. Data pada penelitian ini adalah film dengan focus penelitian padagambar Dari hasil penelitian yang didapat diharapkan film ini bisa dijadikan sebagai acuan ataucontoh kepada para guru karena pada film ini memberikan informasi yang sangat berharga, guruharus memiliki sifat yang bijaksana, kreatif, inovatif dan bagaimana cara menghadapi peserta didikyang bermacam-macam sifatnya.
Penggunaan Media Sosial Sebagai Media Belajar Bahasa Inggris; Persepsi Mahasiswa Hidya Maulida; Norliani
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 6 No. 2 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v6i2.4877

Abstract

Social media can be utilized for language skills. Yunus, Salehi, & Chenzi (2012) stated that social media such as facebook and blogs will provide written language input to them so that they will develop their writing skills. This also facilitates students to learn new words and vocabulary that are suitable for them in writing (Khan, Ayaz, & Faheem, 2016). Social media can also improve students' speaking skills through conversations with native English speakers (Ehsan & Nasri, 2019).The study of learners' perceptions, in this case students, towards the use of social media for learning English is important to investigate because teachers, in this case lecturers, need to know their students' preferences in terms of what social media applications they use and how they use social media to learn English.The aim of this research is to describe the perceptions of students in the English Language Education Study Program regarding the use of social media for learning English; which social media platforms are commonly used to learn English and how they use them. This research uses a qualitative approach using questionnaires and interviews as data collection methods. Basic statistical analysis is used to analyse data from the questionnaires, and data from the interviews are analysed using the Miles and Huberman flow model. The results show that students in this study use 7 social media platforms to improve their English, and 3 of them are the most frequently used social media applications considered more suitable for their English learning needs. They chose YouTube as the most widely used social media for learning English. Furthermore, they stated that social media provides sources of English content to practice their English skills, expand their vocabulary knowledge, and improve their pronunciation. They also expressed challenges in using social media for learning, such as issues with internet connectivity, privacy, and inappropriate content.
Influence of Social Media on Employee Engagement and Organizational Culture in the Field of Human Resources Management Norliani; Pranawukir, Iswahyu; Rahmadani, Suci; Hasanah, Siti; Shofwani, Siti Aniqoh
Jurnal Minfo Polgan Vol. 13 No. 1 (2024): Artikel Penelitian
Publisher : Politeknik Ganesha Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33395/jmp.v13i1.13474

Abstract

The development of information technology, particularly social media, has transformed communication in the workplace. Employees increasingly utilize social media platforms to interact and share information, both internally and externally within the company. This research aims to analyze the influence of social media on employee engagement and organizational culture in the field of Human Resources Management (HRM). The research method employed is a qualitative literature review utilizing Google Scholar to gather data from articles, papers, and journals published between 2000 and 2024. The study findings indicate that social media has a significant impact on employee engagement and organizational culture in the field of HRM. By facilitating communication among employees and strengthening the relationship between management and employees, social media can enhance employee engagement and shape an inclusive and collaborative organizational culture.
The The Application Of The Kano Model In Enhancing Digital Learning Satisfaction: A Total Quality Management Perspective Edy Rakhmadi; Norliani; M. Muhaimin; Aslamiah; Celia Cinantiya
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.4364

Abstract

The transformation of digital learning demands a quality approach that is contextual and student-centered. This article explores the integration of the Kano Model and Total Quality Management (TQM) as a strategic framework for improving the quality of digital learning based on student satisfaction. The Kano Model is employed to classify learning attributes into must-be, one-dimensional, and attractive categories, based on students’ perceptions of various digital learning features. Meanwhile, TQM provides a systemic structure for continuous improvement and stakeholder involvement in quality enhancement processes. This study uses a descriptive qualitative approach, with data collected through Kano-based questionnaires, interviews, and documentation. The results indicate that the Kano Model, when applied in digital learning, enables educators and administrators to classify learning service attributes based on their influence on learner satisfaction, ranging from must-be to one-dimensional to attractive qualities. Meanwhile, TQM provides a comprehensive management foundation that emphasizes continuous improvement, data-driven decision-making, and stakeholder engagement. The combination of both models contributes to building an adaptive, responsive, and learner-centered digital education environment. This integration not only enhances satisfaction but also strengthens institutional competitiveness and quality assurance in the era of digital transformation.
ANALISIS MINAT BACA MAHASISWA STKIP PGRI BANJARMASIN Norliani; Hidya Maulida; Wulida Makhtuna
Qalam : Jurnal Ilmu Kependidikan Vol. 12 No. 1 (2023): Juni
Publisher : Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/jq.v12i1.2450

Abstract

This study aimed to describe the reading interest of STKIP PGRI Banjarmasin students as well as the supporting and inhibiting factors of the reading interest. The method used in this study was descriptive qualitative using questionnaire, interview, and documentation. From the results of the study it can be concluded that the reading interest of STKIP PGRI Banjarmasin students is included in the low category. This is evidenced by: (1) 62.85% of students sometimes read before entering class; (2) 18.36% of students have a hobby of reading; (3) 54.46% of students prefer fiction books to scientific texts. Supporting factors are internal and external factors. Internal factors that support students' interest in reading are enjoyment of reading, the desire to always read, the purpose and benefits of reading and the environment, while external factors that support interest in reading are lecturers, the campus environment and the internet. In addition, it is also found that the factors that inhibit interest in reading, namely laziness and technology. Keywords : reading interest, supporting factors, inhibiting factors
Ventriloquism As A Medium For Strengthening Islamic Values And Character Education Edy Rakhmadi; Norliani; Muhammad Muhaimin; Suhaimi; Muhammad Saleh
IJGIE (International Journal of Graduate of Islamic Education) Vol. 6 No. 2 (2025): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v6i2.4475

Abstract

Ventriloquism-based instructional innovation introduces a performative dialogic medium that merges cognitive, affective, moral, and social dimensions of learning into a unified interactive experience. By positioning the puppet as a “dialogue partner,” the approach facilitates psychologically safe communication spaces, reduces speaking anxiety, and transforms abstract concepts into personified narrative forms. This qualitative case study examined the implementation of ventriloquism in an Indonesian secondary school, focusing not only on engagement and learning outcomes but also on its contribution to Islamic values and character development within Islamic education( PAI). Findings show that the method increased active participation by nearly 50%, reduced emotional absenteeism, and strengthened comprehension, empathy, and social confidence. The puppet mediated sensitive moral discussions, enabling students to express ethical reasoning, practice respectful communication (adab al-hiwār), and develop moral courage in a non-threatening environment. The innovation aligns with constructivist, social learning, multimodal, and embodied cognition theories, while also supporting core PAI values such as honesty, responsibility, respect, and compassion. Classroom observations revealed heightened emotional presence, enthusiasm, and communicative bravery when students interacted with the puppet. For teachers, ventriloquism provided a low-cost creative medium to model Islamic character values through storytelling, dialogic reflection, and positive behavioral exemplars. Despite limited formal training, teachers adopted adaptive strategies peer collaboration, handmade puppets, and performative scaffolding which enabled seamless integration across subjects. This article situates ventriloquism within broader debates on interactive learning, performance pedagogy, and value-based instruction, demonstrating that contextualized creative practices can simultaneously enrich classroom engagement and strengthen ethical and religious character formation. Overall, the study affirms that ventriloquism revives learning experiences by making them joyful, value-oriented, and psychologically safe.
Co-Authors Aslamiah Celia Cinantiya Edy Rakhmadi Hidya Maulida, Hidya Iswahyu Pranawukir M. Muhaimin Muhammad Muhaimin Muhammad Saleh Noormaliah Noormaliah Shofwani, Siti Aniqoh Siti Hasanah Suci Rahmadani Suhaimi Wulida Makhtuna