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All Journal Jurnal Al-Tadzkiyyah Jurnal Pendidikan Usia Dini Southeast Asian Journal of Islamic Education Southeast Asian Journal of Islamic Education BOCAH: Borneo Early Childhood Education and Humanity Journal Indonesian Journal of English Language Teaching and Applied Linguistics
Maesaroh, Dwi Titi
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effectiveness of E-Learning Using Edmodo at Islamic Higher Education (PTKI) in East Kalimantan Saugi, Wildan; Maesaroh, Dwi Titi
Southeast Asian Journal of Islamic Education Southeast Asian Journal of Islamic Education, Vol. 1(1), 2018
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (673.165 KB) | DOI: 10.21093/sajie.v1i1.1333

Abstract

A face to face instruction or lecture could not always be held for spontaneous activities such as a sudden meeting, faculty’s or institute’s activities or students’ activities which collide with the schedule. Teaching and learning activities become less effective since the lecture plans that have been set through the Semester Learning Plan could not run as planned and it influences the learning outcomes. Therefore, it needs an alternative solution that is utilizing e-learning using Edmodo because it is easy and familiar to use.This research is a pre-experimental design (non-design) using one-group pretest-posttest research design. The number of the samples was 76 students from IAIN Samarinda and STAI Sangatta. The instruments were pre-test, post-test, and questionnaires.The result of this research indicates that Edmodo based e-learning at PTKI in East Kalimantan is effective for the learning process. The two sample paired sign test towards pre-test and post-test shows that Z score is -7.330 with sig. of 0.000 and since sig. of 0.000 < 0.05, it means effective. In addition, the analysis towards questionnaires filled out by students show that Edmodo based e-learning at PTKI in East Kalimantan is effective for learning, with score percentage of 81.25% that has a very strong Score Interpretation Criteria. 
Contextualizing English Language Learning: Islamic Stories as Teaching Materials in ELT Maesaroh, Dwi Titi; Susilo, Susilo; Aridah, Aridah; Iswari, Weningtyas Parama; Asih, Yuni Utami; Suhatmady, Bibit
Southeast Asian Journal of Islamic Education Vol 8 No 1 (2025): Southeast Asian Journal of Islamic Education, June 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i1.11513

Abstract

Driven by the growing awareness of cultural relevance in English language teaching (ELT), this study presents the development of English materials based on Islamic stories for Islamic schools. This study aims to describe the design of English teaching materials that integrate Islamic values in response to the lack of culturally appropriate resources available to teachers in Islamic educational settings. This study used a qualitative approach to describe the process of developing teaching materials from Islamic stories through the development stages. The primary data consists of drafts of teaching materials at each development stage, from initial design through revisions to the final prototype. Supporting data is obtained from literature, learning theories, and teaching materials design principles, which serve as the foundation for each development step. The development process involved determining learning goals, selecting and adapting content, texts, and tasks, instructions, and learning outcomes assessment. The materials were carefully designed to meet students’ linguistic level and moral development goals. In the process, the researchers do self-evaluation, consultation with experts, and revision to produce high-quality materials. This study highlights the broader framework of Islamization of knowledge in ELT, emphasizing the importance of aligning language learning with Islamic worldviews. By offering culturally and spiritually relevant learning resources, the materials developed in this study provide English teachers with practical tools to foster both language proficiency and religious character education in Muslim learners.
Does the English Textbook for Young Learners in Indonesia Promote Gender Equality? Maesaroh, Dwi Titi; Asih, Yuni Utami; Suhatmady, Bibit
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1152

Abstract

Education is a critical area in promoting gender equality to the young generation of this country. The curriculum that promotes gender equality could be represented in a textbook as a teaching material resource commonly used in Indonesia. This study is a critical discourse analysis that examines the gender representation in the English textbook for the third grade of primary school in order to discover whether or not the textbook promotes gender equality. The data were collected from “Grow With English” English book 3 published by Erlangga Publisher. The data in the forms of pictures, words, phrases, and sentences were then analyzed qualitatively by using Fairclough’s three dimensional frameworks and Halliday’s Systemic Functional Linguistics. The findings revealed that: the examined textbook represents genders equally in terms of the quantity in which females and males are portrayed equally in pictorial representation and names of characters. In terms of social roles of job positions, male and female are also portrayed occupying various professional occupations such as doctors, fire fighters, police officers, and so on. However, the portrayals of male and female in domestic roles and activities are still stereotypical in which females are portrayed doing more domestic activities and less active, while males are portrayed doing more active outdoor activities. These results may have the implication that the English teachers for young learners could improvise by providing more understanding about gender equality while using the textbook.
Between Global Aspirations and Developmental Considerations: Pre-service Teachers’ Beliefs about English Instruction in Indonesian Early Childhood Education Maesaroh, Dwi Titi; Bhakti, Sektalonir Oscarini Wati
BOCAH: Borneo Early Childhood Education and Humanity Journal Vol 5 No 1 (2026): BOCAH: Borneo Early Childhood Education and Humanity Journal, January 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bocah.v5i1.12720

Abstract

This research examines the beliefs of pre-service early childhood education (ECE) teachers in Indonesia regarding the integration of English in early childhood environments. As English becomes more important around the world, people are starting to wonder where it fits into early learning environments and whether future teachers are ready to teach it. Using a qualitative descriptive approach, data were gathered from six pre-service teachers via open- and closed-ended questionnaire responses and analyzed thematically. The results indicate that participants predominantly perceive English as essential for children's future communicative competencies and global involvement. At the same time, their answers show that they are being careful: most people think that English should be an extracurricular subject rather than a core part of the curriculum, which shows that children's developmental stages should come first. Participants stressed how important it is for young learners to have simple, contextual vocabulary and fun ways to learn. They also voiced worries about the teachers' abilities, how well they pronounced words, and how little help they got from the school. The study indicates that although pre-service teachers are favorably disposed towards early English instruction, they remain cognizant of both practical and pedagogical challenges. These insights highlight the necessity of enhancing teacher preparation programs and offering more explicit policy guidance to facilitate developmentally appropriate English instruction in Indonesian early childhood education settings.
Learning Model for Instilling Religious Moderation to Children at an Early Age: A Needs Analysis Susmiyati, Sri; Saugi, Wildan; Zurqoni; Maesaroh, Dwi Titi
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.28367

Abstract

This study investigates the need for a contextual learning model to instill religious moderation values in early childhood education. It aims to explore existing practices, identify gaps, and propose recommendations for developing an integrated instructional framework. Employing a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and documentation at RA Pesantren Ilmu Al-Qur’an, East Kutai, Indonesia. The data were analyzed using Miles and Huberman’s interactive model, focusing on data reduction, data display, and conclusion drawing. The study reveals that values of religious moderation, such as tolerance, inclusivity, and non-violence, are informally practiced through storytelling, modeling, and daily school routines. However, these values are not explicitly incorporated into formal curriculum documents, learning modules, or assessment systems. Teachers expressed a strong need for structured teaching resources, professional development, and assessment instruments aligned with the Merdeka Curriculum to support the systematic development of moderate character in children. The findings underscore the importance of developing a comprehensive, culturally relevant learning model for religious moderation that integrates curriculum design, teacher training, and learning media. Such a model should guide early childhood educators in nurturing tolerance and pluralism from a young age.
Designing A Religious Moderation Learning Model for Islamic Early Childhood Education Saugi, Wildan; Susmiyati, Sri; Zurqoni, Zurqoni; Maesaroh, Dwi Titi
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.60130

Abstract

Religious moderation is increasingly emphasized in Islamic early childhood education (PAUD/RA), yet teachers often lack practical, age-appropriate steps to translate values such as cooperation, peaceful conflict resolution, and respect for differences into daily learning. This study aimed to develop a contextual learning model to support religious moderation instruction in an Islamic PAUD setting. Using Plomp’s (2013) Educational Design Research framework, the study proceeded through preliminary research, prototyping, and assessment. It was conducted at RA Pesantren Ilmu Al-Qur’an, Kutai Timur Regency, East Kalimantan, involving the school head, teachers, and children selected purposively. Data were gathered through classroom observations, semi-structured interviews, and document analysis of lesson plans (RPPH), teaching materials, and learning media. The resulting prototype organises learning into five steps: problem orientation using topics or objects close to children’s lives; story presentation drawing on the Qur’an, Hadith, and scholars’ exemplars; message discussion; contextualisation to everyday situations; and reflection and conclusion. Expert validation involved three experts in early childhood education, religious moderation, and learning design, and the results indicated high feasibility across content feasibility, language, presentation, and graphics (4.50–4.58; M = 4.54/5). The experts recommended deeper reflective prompts, richer early childhood–appropriate examples of cooperation across differences, a greater variety of learning media, and more inclusive graphics; all recommendations were incorporated into the revised model. The model provides a classroom-ready flow and an observation tool covering tolerance, collaboration, anti-violence, and respect for differences; broader trials are recommended to test effectiveness and further validate the instrument.
Co-Authors Aridah, Aridah Bhakti, Sektalonir Oscarini Wati Bibit Suhatmady Sri Susmiyati Susilo Susilo Weningtyas Parama Iswari, Weningtyas Parama Wildan Saugi Yuni Utami Asih, Yuni Utami Zurqoni