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All Journal Jurnal Konseling dan Pendidikan Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Maspul Journal of English Studies (Majesty) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra EduPsyCouns: Journal of Education, Psychology and Counseling Maspul Journal of Community Empowerment Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar Majesty Journal Ta'dib KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran International Journal of Education Management and Religion Edumaspul: Jurnal Pendidikan
Ismail
Universitas Muhammadiyah Enrekang
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Scaling Rhizomatic Pedagogy: Strategies for Sustainable Implementation in Diverse Educational Contexts Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.8578

Abstract

Education in underserved settings often faces challenges due to rigid pedagogical approaches that limit student engagement and creativity. This study explores the impact of rhizomatic pedagogy on student engagement in a rural Indonesian elementary school, focusing on its ability to foster inclusive and interactive learning environments. The intervention involved 30 fifth-grade students over eight weeks, incorporating culturally relevant content, collaborative projects, and learner-directed activities. A mixed-methods approach combined pre- and post-intervention surveys with classroom observations and teacher interviews to assess engagement levels across cognitive, emotional, and behavioral dimensions. Results showed statistically significant improvements in engagement, with mean scores increasing for cognitive (3.45 to 4.12), emotional (3.22 to 3.98), and behavioral (3.18 to 4.05) dimensions. Qualitative findings highlighted enhanced participation, collaboration, and sustained focus, driven by activities that connected academic content to students’ lived experiences. The teacher emphasized the transformative role of student autonomy and cultural relevance in fostering deeper learning connections. The study’s findings have implications for curriculum design, teacher training, and educational policy, particularly in resource-constrained settings. Rhizomatic pedagogy demonstrates the potential to address key limitations of traditional teaching methods by promoting agency, inclusivity, and contextual learning. Future research should investigate its long-term impact and explore strategies for scaling its implementation in diverse educational environments. This study contributes to the discourse on innovative pedagogies, offering actionable insights for reimagining education in underserved contexts.
Analyzing Linguistic Complexity in Students' Presentations: A Multimodal Approach Asbar, Asbar; Hasan, Hasan; Musdalifah, Musdalifah; Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.8669

Abstract

This study investigates linguistic complexity and multimodal strategies in student presentations, aiming to enhance understanding of effective communication in educational settings. The research employs a qualitative approach, analyzing verbal and non-verbal features from video recordings, interviews, and presentation materials of seventh-semester students. Results indicate a wide range of linguistic abilities, with vocabulary diversity and sentence complexity varying significantly among participants. Multimodal strategies, particularly the integration of verbal, visual, and gestural elements, were found to significantly enhance audience engagement. Challenges such as anxiety, language barriers, and technical difficulties were identified, with strategies like peer practice and feedback proving beneficial. The study highlights the importance of targeted support and technical training to improve presentation skills. These findings contribute to the existing knowledge by emphasizing the value of multimodal communication and suggesting practical approaches for educators. Future research could explore skill development over time and the impact of multimodal strategies in diverse educational contexts.
Integrating Multimedia Presentations to Enhance Linguistic and Digital Literacy in Higher Education Mustakim, Mustakim; Rosmiana, Sri; Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.8670

Abstract

The digital era has transformed education, making linguistic and digital literacy essential skills for success. This study aimed to evaluate the impact of multimedia presentations on these literacies within the English Education Program at Universitas Muhammadiyah Enrekang. Using a mixed-methods approach, the research measured improvements in students' skills through pre-test and post-test assessments, multimedia artifact evaluations, reflective journal entries, and lecturer observations. The results revealed significant enhancements in both linguistic and digital literacy, with students demonstrating improved language use and technical proficiency. Thematic analysis of journal entries highlighted skill development and challenges, emphasizing the importance of a supportive learning environment. Lecturer observations confirmed high levels of engagement and collaboration. The study underscores the need for innovative pedagogical frameworks and professional development for educators to effectively integrate multimedia tools. These findings contribute to the existing knowledge by demonstrating the potential of multimedia presentations to enhance educational outcomes and prepare students for the demands of the modern world. Future research should explore the long-term effects of multimedia tools on literacy development and consider cultural factors in educational strategies.
A Rhizomatic Approach in Elementary Reading Comprehension Strategies: Encouraging Dynamic Connections with Local Literature Ismail, Ismail; Khalid, Muh. Idham; Mahyuddin, Muhammad Junaedi; Musdalifah, Musdalifah; Djafar, Suarti; Suparman, Suparman
KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol. 1 No. 2 (2024): December
Publisher : CV ALFA EDU KARYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70078/kolektif.v1i2.41

Abstract

This study explores the effectiveness of a rhizomatic approach in enhancing reading comprehension through the integration of local literature at SD Negeri 161 Enrekang, South Sulawesi, Indonesia. Literacy skills, particularly reading comprehension, are critical for academic success, yet traditional teaching methods often fail to engage students or foster critical thinking. While rhizomatic learning has proven effective in higher education, its application in primary education remains underexplored. This study employed a mixed-methods design, incorporating classroom observations, analysis of students' written responses, and pre-test and post-tests to measure the impact of this approach on student engagement and comprehension. The findings revealed significant improvements in reading comprehension, with students demonstrating greater engagement and the ability to make personal and cultural connections with the texts. These results suggest that the rhizomatic approach, integrated with local literature, can create a more interactive and meaningful learning experience for young learners. The study emphasizes the importance of culturally relevant texts in enhancing literacy skills and provides insights into the potential of non-linear learning frameworks in primary education. Further research is recommended to examine the long-term effects and scalability of this approach.
Collaborative Learning through Digital Writing: Peer Editing and Feedback in EFL Contexts Ismail, Ismail
Maspul Journal of English Studies Vol 7 No 1 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i1.8776

Abstract

This study investigated the impact of integrating digital writing tools into pre-service EFL teacher training at Universitas Muhammadiyah Enrekang. The research aimed to understand the effectiveness of this approach in enhancing writing skills, fostering creativity, and promoting engagement. A mixed-methods approach was employed, collecting data through digital essay assessments, reflective journals, a focus group interview, and thematic analysis. The findings revealed strong overall performance in digital essay writing, particularly in content and multimodal features. Qualitative data highlighted increased engagement and motivation, significant skill development, and the crucial role of peer collaboration. Challenges included initial technical difficulties and time management. Six key themes emerged: engagement and motivation, challenges and solutions, skill development, peer collaboration, practicality of digital tools, and creativity and expression. The study demonstrates the potential of digital writing to enhance EFL teacher training, fostering creativity and improving writing skills. However, successful implementation requires adequate training, resource allocation, and careful curriculum design. Future research should explore the long-term impact and investigate diverse pedagogical approaches. This study contributes valuable insights into the effective integration of digital writing into EFL teacher education.
Nurturing Writing Confidence: A Case Study on the Effects of Free Writing in an EFL Classroom Erza Delfira; Asbar Asbar; Umiyati Jabri; Ismail Ismail
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 2 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i2.5653

Abstract

This case study investigates the impact of free writing activities on students' confidence in writing English as a Foreign Language (EFL). Conducted at SMPN 5 Anggeraja with 20 students, the study examines how the integration of free writing influences students' writing confidence, comfort with writing tasks, perceptions of their writing abilities, and reduction in writing anxiety. Data was collected through semi-structured interviews conducted after three free writing sessions, which were observed by the researcher across 16 classroom meetings. The findings revealed that free writing significantly improved students' confidence in writing, as many students felt freer to express their ideas without the pressure of grammatical accuracy. Additionally, the study found that students became more comfortable with writing tasks, with 17 out of 20 students reporting increased engagement in writing activities. Students also reported enhanced perceptions of their writing abilities, with many expressing improved fluency and organization. Furthermore, a majority of students experienced a reduction in writing anxiety, as they began to approach writing tasks with greater ease. These findings suggest that free writing is an effective method for fostering writing confidence and reducing anxiety in EFL classrooms. The study underscores the importance of providing students with opportunities for low-pressure writing activities that prioritize content and self-expression over grammatical accuracy.
Deep learning to optimize literacy intervention with educational games in elementary schools Ismail Ismail; Rahmat; Muhammad Junaedi Mahyuddin; Ita Sarmita Samad; Suarti Djafar
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 14 No. 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v14i1.21665

Abstract

This study examines the impact of deep learning-supported game-based learning on literacy skills in primary school students in Indonesia. A four-month intervention involving 32 fifth-grade students used adaptive educational games to target phonemic awareness, vocabulary, and reading comprehension. Utilizing a quasi-experimental design with pre-test and post-test assessments, the study found an average literacy score increase of 31.84 points post-intervention. Students from lower socioeconomic backgrounds showed the greatest improvement, indicating the potential of adaptive, technology-assisted education to reduce learning disparities. The use of deep learning models to personalize feedback and adjust content to individual needs was key to enhancing student engagement. The findings suggest that integrating deep learning with game-based learning can significantly boost literacy outcomes, especially in under-resourced settings. Further research is recommended to evaluate these interventions across broader populations and extended timelines
From Retirement to Reinvention: Never Too Old to Participate in Educational Technology Innovation: A Literature Review Ismail, Ismail
Maspul Journal of English Studies Vol 7 No 2 (2025): Technology Mediated Langauge Learning, Teaching and Assessment_Artificial Intelli
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.8949

Abstract

The rapid development of educational technology demands inclusive innovation, including the involvement of the elderly as a potential resource in such innovation. The increasing population of the elderly globally encourages a new paradigm that views retirement not as the end of productivity, but as a momentum for self-reinvention to contribute to the development of educational technology. This literature review aims to examine the role of the elderly in educational technology innovation through the process of post-retirement self-reinvention and identify supporting and inhibiting factors for their involvement. The results of the study show that the elderly play a role not only as users of technology, but also as contributors of experiences and ideas that enrich digital learning innovation. Active participation of the elderly is supported by age-friendly technology training, community support, inclusive policies, and cross-generational collaboration. This involvement has been shown to improve cognitive function, psychosocial well-being, and strengthen the social networks of the elderly, while addressing the risks of isolation and the digital divide. However, major challenges such as the digital divide, age stereotypes, physical and cognitive barriers remain significant barriers to the participation of the elderly. Effective strategies to overcome these barriers include adaptive training, community mentoring, policies that support technology access, and sustainable technology-based reinvention programs. This study emphasizes the importance of a holistic approach that integrates aspects of technology, pedagogy, and learning content (TPACK) to empower the elderly in educational technology innovation. This study offers a conceptual foundation for formulating policies and programs that promote the active participation of older adults, enabling their optimal contribution to the advancement of educational technology and the enhancement of their quality of life.
Enhancing Student Engagement and Critical Thinking through the AERO Staged Pedagogy in EFL Higher Education Jabri, Umiyati; Ismail, Ismail; Samad, Ita Sarmita
Maspul Journal of English Studies Vol 7 No 2 (2025): Technology Mediated Langauge Learning, Teaching and Assessment_Artificial Intelli
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.9125

Abstract

This study investigates the implementation of the AERO (Activation → Exploration → Reflection → Outcome) framework as a staged pedagogy to enhance student engagement and critical thinking skills among English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Enrekang, Indonesia. Employing a mixed-method design with a pre-experimental one-group pretest–posttest approach, the research involved 22 undergraduate students enrolled in an academic writing course. Quantitative data were collected through a student engagement questionnaire and a critical thinking test adapted from the Watson–Glaser Critical Thinking Appraisal (WGCTA), while qualitative data were obtained from classroom observations and focus group discussions (FGD). Results revealed moderate to high engagement across cognitive, affective, and behavioral dimensions, supported by qualitative evidence of increased participation, motivation, and collaboration during the staged activities. Although the improvement in critical thinking test scores (M_pre = 3.73; M_post = 4.27) was not statistically significant (p > .05), qualitative findings demonstrated notable cognitive shifts toward analytical, evaluative, and reflective reasoning. The AERO stages fostered progressive scaffolding, transferring learning responsibility from teacher to student while promoting reflective, evidence-based argumentation. Theoretically, this study contributes to EFL pedagogy by linking three engagement dimensions with four critical thinking subskills within a coherent process model. Practically, AERO offers a replicable design framework for fostering student-centered learning, reflective inquiry, and critical literacy in EFL classrooms. Recommendations for future research include extending the intervention period and exploring AERO’s application in digital or hybrid learning contexts.
Literature as Periscope: Using Narrative Discussion to Cultivate Empathy and Moral Reasoning in Students Ismail, Ismail; Fatmawati, Fatmawati
Maspul Journal of English Studies Vol 7 No 2 (2025): Technology Mediated Langauge Learning, Teaching and Assessment_Artificial Intelli
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.9126

Abstract

In an era marked by declining empathy and growing social polarization, education faces an urgent task to nurture moral sensitivity and intercultural understanding. This study explores how narrative discussion of literature can foster empathy and moral reasoning among pre-service English teachers in a rural Indonesian university. Adopting a mixed-methods design, the research involved 20 undergraduate students who participated in a six-week intervention integrating literary reading, guided group dialogue, and reflective writing. Quantitative data from the Interpersonal Reactivity Index (IRI) and Defining Issues Test-2 (DIT-2) were analyzed using paired-sample t-tests, while qualitative data from reflective journals and classroom observations underwent thematic analysis. Results revealed significant improvements in empathy (t(19) = 8.26, p < .001, d = 1.85) and moral reasoning (t(19) = 7.48, p < .001, d = 1.67). Thematic findings highlighted emotional resonance, perspective transformation, and ethical sensitivity as key processes underlying moral growth. The study introduces the Narrative-Driven Empathy Formation Model (NDEFM), explaining how narrative engagement, dialogic reflection, and ethical internalization interact to cultivate moral awareness. Situated within a Southeast Asian, collectivist context, this research extends global theories of moral education by demonstrating that literature-based pedagogy can serve as a culturally responsive approach to developing empathy and ethical reasoning. The findings underscore the potential of literature as both a pedagogical and moral periscope—enabling students to explore, reflect, and act upon the moral complexities of human experience.
Co-Authors Abdul Haling Al As'ary, Muawal Alfrida, Muthmainnah Aminullah Aminullah Arismunandar Asbar Asbar Asbar Asbar Asbar Asbar, Asbar Assidiq, Ilham Beta, Nurlatifa Dian Firdiani Djafar, Suarti Eka Wahyuni Eka Wahyuni ELIHAMI, ELIHAMI Elihamid Elihamid Erza Delfira Fatmawati, Fatmawati Fitriyani, Fitriyani Handayani Sura' Handayani Sura’ Hasan Hasan Hasan Hasan Hasan Hasan Hasrijah Hasrijah Imam Akbar, Imam Irman Syarif Ismaya Ismaya Ita Sarmita Samad Ita Sarmita Samad Ita Sarmita Samad Ita Sarmita Samad, Ita Sarmita Jabri, Umiyati Khalid, Muh. Idham Lutfi Wibawa M. Yunus Sudirman Mahyuddin, Muhammad Junaedi Masnur Masnur Mowafg Abrahem Masuwd Muawal Al As'ary Musdalifah Musdalifah Musdalifah Musdalifah Mustakim Mustakim Mustakim Mustakim Mustakim Mustakim Mutmainna Muinuddin M. Dyah Nadar Nadar Nurlela Baco Nurwahida Nurwahida Nurwahida Nurwahida, Nurwahida Puji Yanti Fauziah Putriyani S Rahmat Rahmat Rahmat Rahmat Rahmat Rosmiana, Sri Rosni Rosni Rosni, Rosni S, Putriyani Saidang Saidang Setiawan, Ahmad Fajrin Sheerly Sheerly Sitonda, Syawal Suarti Djafar Sunarti Suparman Suparman Syarif, Irman Syawal Sitonda Tini Tini Tini Tini Tini Tini Tini, Tini Ukkas Ukkas Ukkas, Ukkas Umiyati jabri Umiyati Jabri Wisnah Syari Wiwi Widiawati Yunus Busa Yunus Busa Yuspa Kurnia