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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Journal of Educational Science and Technology IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Studi Guru dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Ethical Lingua: Journal of Language Teaching and Literature Madaniya Abdimas Langkanae DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra JEELS (Journal of English Education and Linguistics Studies) Tamaddun Edumaspul: Jurnal Pendidikan
Wahyono, Edi
English Language Education, Universitas Cokroaminoto Palopo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Strategi Pembelajaran Budaya dan Sistem Kepercayaan Masyarakat Bugis, Dari Mitos Ke Logos, Dan Fungsional (suatu Tinjauan Filsafat Budaya C.A. van Peursen) Sunarni Yassa; Muhammad Hasby; Edi Wahyono
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 7 No. 2 (2021)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v7i2.1818

Abstract

Perkembangan budaya dan kepercayaan masyarakat Bugis, tidak terlepas dari peran dan fungsi mitologi, meskipun mitos tidak memberikan bahan informasi kepada manusia bahwa kekuatan-kekuatan ajaib itu seperti apa bentuknya, tetapi minimal dapat membantu manusia agar mampu menghayati daya-daya itu sebagai kekuatan yang mempengaruhi dan menguasai alam kehidupan. Menurut C. A. van Peursen strategi dalam memahami perkembangan budaya terbagi dalam tiga tahap, yakni; tahap mitis, tahap ontologis, dan tahap fungsional. Pada masyarakat Bugis dalam tahap mitis telah nampak di periode Galigo yang menggambarkan gejala-gejala metafisik tentang awal-mula terciptanya dunia, dan bagaimana Dewa di langit menempatkan penguasa di muka bumi. La Toge’ Langi’ (Batara Guru) yang diturunkan di Ware’ Luwu dan mempunyai kekuasaan mutlak. Masyarakat Bugis pada tahap ontologis, telah terdapat konsep-konsep Dewa tertinggi yang disebut To-Palanroe, hal ini terdapat pada kaum To-Lotang di Sidrap. Kemudian kepercayaan seperti itu juga terdapat di Kajang yang disebut kepercayaan Patuntung yang dipimpin oleh seorang pemimpin kepercayaan yang disebut Amma-toa (ayah tertua), konsep dewa tertinggi mereka disebut Turie a’ra’na (Orang yang berkehendak). Dalam prosesi penyembahan terhadap Dewata, bissu dapat memiliki posisi di luar sistem kemasyarakatan dengan berperan sebagai pendeta, dukun, serta ahli “ritual trance” (kemasukan oleh roh), dalam bahasa Bugis disebut asoloreng, ia adalah penghubung antara umat manusia dengan dunia Dewa. Kemudian ditahap fungsional, budaya masyarakat Bugis dapat dilihat dalam hal kepemimpinannya, walaupun tidak memiliki satu pemimpin (raja) yang sama, tetapi mereka membuat persahabatan yang mereka sepakati, yang dapat mempersatukannya.
Designing a Collaborative Learning Model for Reading in Government Education: A Lifelong Learning Perspective Kurniawati, Layla; Pradana, Satria Adi; Kulacai, Waiphot; Wahyono, Edi; Yudha, Galang Tirta
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.26371

Abstract

This study focuses on the design and implementation of a collaborative learning model aimed at enhancing reading comprehension among first-year students at the Institute of Public Administration (IPDN) in Indonesia. The model was specifically developed to address challenges in a higher education boarding school environment, including limited access to technology and the transition to online learning. A mixed-methods approach was employed, involving 141 students organized into small groups of 3-4 members, mixing higher and lower achievers to encourage diverse interactions. The study examines how this model promotes student engagement, independence, and collaborative problem-solving skills—key components for lifelong learning. Data collection involved online questionnaires, interviews, and reading comprehension tests, which were analyzed using thematic coding and descriptive statistics. The results demonstrate significant improvements in reading comprehension, expanded vocabulary related to government concepts, and the emergence of student leaders who facilitated group learning. Additionally, the model was wellreceived by students, enhancing their independence and fostering a collaborative learning environment. The findings emphasize the potential of this model to support lifelong learning by developing essential skills that extend beyond the classroom, thereby promoting both academic achievement and personal growth.
Gamified English learning and students’ spiritual learning behavior: Roles of Wayground use, enjoyment, and interest Rahmadana; Sari, Harmita; Wahyono, Edi; Yang, Chen Ching
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.8027

Abstract

Learning success in gamification era is no longer determined solely by technology, but also by crisis or strength of students’ spiritual learning behavior. This study examines students’ moral-spiritual learning behavior in digital English learning by investigating the effects of Wayground use and Perceived Ease of Use (PEOU), with learning enjoyment and student interest as mediating variables. Although gamified digital platforms have been widely implemented in English language instruction, maintaining students’ consistent and value-oriented learning behavior remains challenging, particularly in vocational education contexts. This study employed a quantitative cross-sectional design using Structural Equation Modeling (SEM). Data were collected through a structured questionnaire administered to one hundred and fifty Indonesian vocational high school students who had experience using Wayground or Quizizz. The findings indicate that Wayground use significantly influences learning enjoyment, student interest, and moral-spiritual learning behavior. In contrast, PEOU does not directly affect moral-spiritual learning behavior, although it significantly predicts learning enjoyment. The results also demonstrate that learning enjoyment and student interest mediate the relationship between Wayground use and moral-spiritual learning behavior. These findings suggest that successful digital English learning is shaped not only by technological usability but also by students’ emotional engagement and internalized values. This study highlights the importance of affective factors in strengthening students’ moral-spiritual learning behavior in gamified English learning environments.
Co-Authors Abdullah Syukur Abdullah Syukur Ardhy Supraba Ardhy Supraba Ardhy Supraba Arny Irhani Asmin Asmani Arif Busra Bumbungan, Busra Efi Mulyasari Farid Wajdi Feronika Piung Harmita Sari, Harmita Hatifah, Nurul Jusrianto, Jusrianto Kalvin Sandabunga Kulacai, Waiphot Kurniawati, Layla Limbong, Sunarlia Muhammad Hasby Muhammad Hasby Musfirah Musfirah Nuur Insan Tangkelangi Palayukan, Novianty Parjas, Hermini Pradana, Satria Adi Putri Nirwana Torau Rahmadana Rahmawati, Upa Rizal, Sjachrun A.M. Rudi Prasetyo Ardi Sehe Madeamin Sunarni Yassa Tenri Ola Yang, Chen Ching Yassa, Sunarni Yudha, Galang Tirta