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All Journal 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 KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Edumaspul: Jurnal Pendidikan
Ismail
Universitas Muhammadiyah Enrekang
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Impact of Folklore-Based Elaboration Learning on Elementary Students' Critical Literacy Skills Ismail Ismail; Asbar Asbar; Syawal Sitonda; Elihami Elihami
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8556

Abstract

This study aimed to assess the effectiveness of an elaboration-based storytelling approach in improving critical literacy skills among elementary students at SDN 13 Curio. The intervention involved storytelling sessions that used culturally relevant folklore, combined with elaborative questioning techniques to foster deeper understanding. The sample consisted of 30 students, with pretest and post-test measures used to evaluate changes in literacy skills, supported by qualitative observations of student engagement.The findings revealed a significant improvement in post-test scores compared to pretest results, indicating the success of the storytelling-based intervention. A paired sample t-test confirmed that the observed gains were statistically significant (t = 9.45, p < 0.001). Additionally, a strong positive correlation (r = 0.840, p < 0.01) was found between participation levels and literacy skill improvement, emphasizing the importance of active engagement in the learning process. Qualitative observations also showed high levels of participation, with students responding enthusiastically to culturally relevant materials.In conclusion, the elaboration-based storytelling model effectively enhanced critical literacy by fostering engagement and a deeper understanding of narrative content. This approach contributes valuable insights into educational methods for developing critical thinking skills in elementary students. Future research should explore the long-term impact of this intervention and its applicability across diverse educational settings to establish broader generalizability and sustainability.
Students’ Perceptions on Interactive eBook with Self-Directed Learning Approach Ita Sarmita Samad; Umiyati Jabri; Ismail Ismail; Muawal Al As'ary
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penggunaan eBook interaktif dalam proses pembelajaran di era digital saat ini dianggap mampu memberikan dukungan positif terhadap peningkatan kemampuan akademik siswa. Para akademisi berlomba-lomba mengembangkan eBook interaktif di bidangnya sebagai salah satu upaya pembaruan dan peningkatan kualitas belajar mengajar. Salah satunya adalah pengembangan buku elektronik di Unviersitas Muhammadiyah Enrekang berupa buku ajar interaktif Bahasa Inggris dasar untuk mahasiswa Non Pendidikan Bahasa Inggris. Penelitian ini bertujuan untuk mengidentifikasi persepsi pengguna (mahasiswa) terhadap penggunaan eBook tersebut khususnya dalam meningkatkan kemampuan menyimak Bahasa Inggris. Penelitian ini menggunakan desain penelitian kuantitatif dengan metode survei. Instrumen yang digunakan untuk mengumpulkan data adalah kuesioner. Data yang dikumpulkan terdiri atas 4 kategori yakni, perasaan mahasiswa terhadap penggunaan eBook, manfaat eBook, kekurangan eBook, dan karakter SDL. Terdapat 189 siswa sebagai sampel dalam penelitian ini yang dipilih menggunakan teknik total sampling. Hasil penelitian menunjukkan bahwa para siswa senang menggunakan eBook dan oleh karena itu mereka berpikir bahwa eBook dapat membantu mereka memperluas kosakata dan pemahaman mereka. Selain itu, eBook interaktif dapat mengembangkan kemampuan belajar mandiri mereka. Namun kekurangan dari penggunaan eBook ini yaitu dapat menghabiskan kuota internet cukup banyak.
Optimalisasi Partisipasi Mahasiswa Penerima KIP-Kuliah dalam Program MBKM untuk Mendukung Pencapaian SDGs di Indonesia Ismail Ismail; Nurlatifa Beta; Imam Akbar; Muthmainnah Alfrida; Sunarti Sunarti
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v10i1.8866

Abstract

Inclusive and quality education is a key element in supporting the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4. This study aims to evaluate the effectiveness of the KIP-Kuliah program in enhancing student participation in the Merdeka Belajar-Kampus Merdeka (MBKM) program at Universitas Muhammadiyah Enrekang, focusing on the barriers and support factors influencing their engagement. The research employed a quantitative descriptive approach, with data analyzed using descriptive statistics and Pearson correlation. Data were collected through MBKM participation questionnaires and semi-structured interviews with KIP-Kuliah recipients and non-recipients. The total participants comprised 209 seventh-semester students, including 107 KIP-Kuliah recipients and 102 non-recipients. The results indicate that 92.52% of KIP-Kuliah recipients participated in MBKM programs, compared to 80.39% of non-recipients. Major barriers included financial constraints, insufficient institutional support, and limited access to information. Information was found to have the most significant correlation with student participation (r = 0.949, p < 0.01). The findings have implications for reducing socio-economic disparities in higher education, improving students’ employability, and strengthening a more inclusive education system. Strategic recommendations include enhanced financial support, improved information dissemination, and mentoring training to increase student engagement in MBKM programs. This study extends our understanding of the synergy between financial support and practice-based learning, providing a foundation for further research on the long-term impact of MBKM on students’ career success.
Level Up Students’ Fiqh Knowledge: How Gamification is Revolutionizing Ramadan Learning in Madrasah Ibtidaiyah Ismail Ismail; Tini Tini
Edumaspul: Jurnal Pendidikan Vol 10 No 1 (2026): Edumaspul: Jurnal Pendidikan - In Press
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v10i1.8867

Abstract

Gamification has surfaced as a novel methodology aimed at augmenting student involvement and understanding across a multitude of educational spheres, notably within Islamic studies. This investigation scrutinizes the efficacy of gamification in augmenting Fiqh comprehension among third-grade pupils at Madrasah Ibtidaiyah Negeri (MIN) 2 Enrekang, concentrating particularly on the practices of Ramadan fasting and worship. Employing a mixed-methods research design, the study incorporated Fiqh Quest, a gamified board game, into the educational framework. The quantitative evaluation, predicated on pre-test and post-test metrics of 30 students, indicated a noteworthy enhancement in the average score from 58.18 to 74.76, with 90% of participants evidencing quantifiable knowledge advancements. Qualitative observations suggested a rise in motivation, enhanced collaboration among peers, and improved retention of Fiqh concepts, facilitated by gamified components such as points, badges, and leaderboards. The role of teacher facilitation was pivotal in synchronizing gamified activities with educational objectives. While the results underscore gamification’s capacity to metamorphose passive learning into active engagement, constraints include a limited sample size and a brief intervention duration, which may influence the generalizability of the findings. Subsequent research should investigate the scalability of gamification across varied educational contexts and evaluate its enduring effects on religious education. This study furnishes empirical data endorsing gamification as an efficacious pedagogical instrument in Islamic education, providing valuable insights for curriculum developers and educators aiming to elevate student understanding and engagement through interactive learning methodologies.
The Influence of the Teaching Games For Understanding Learning Model to Improve Poetry Reading Skills at UPT SDN 37 Pinrang Hasrijah Hasrijah; Ismail Ismail; Nadar Nadar
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.9055

Abstract

This research aims to analyze the effect of Teaching Games for Understanding (TGfU) learning model on improving poetry reading skills among fifth-grade students at UPT SDN 37 Pinrang. The study employed a quantitative approach with a quasi-experimental design using pretest-posttest control group design. The research sample consisted of 56 fifth-grade students divided into an experimental group (n=28) taught using the TGfU model and a control group (n=28) taught using conventional methods. Research instruments included poetry reading ability tests, observation sheets, student response questionnaires, and interview guidelines. Data were analyzed using descriptive and inferential statistics. Results showed that: (1) The implementation of the TGfU model in poetry reading instruction was carried out through six stages: Game Form, Game Appreciation, Tactical Awareness, Making Appropriate Decisions, Skill Execution, and Performance; (2) There was a significant effect of the TGfU learning model on improving students' poetry reading ability (t-value=6.283; p<0.05) with the experimental group's average improvement (22.82) higher than the control group (10.18); (3) Students' responses to the TGfU learning model were in the very positive category with an average score of 3.65. The highest improvement occurred in the expression and appreciation aspects, indicating the effectiveness of the TGfU model in developing affective competencies in poetry reading. This research concludes that the adaptation of the TGfU model, which emphasizes games and student activity, effectively improves poetry reading skills.
Exploratory Study of the Integration of Socio-Emotional Learning in English Language Learning in Primary School: Opportunities and Challenges Ita Sarmita Samad; Mustakim Mustakim; Fitriyani Fitriyani; Ismail Ismail
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9180

Abstract

This study aims to explore the forms and strategies of integrating Social Emotional Learning (SEL) in English learning in elementary schools, as well as identify opportunities and challenges that arise in its implementation. This study uses a qualitative approach with an exploratory study design. The research subjects consisted of six female English teachers who taught elementary school students in English course institutions. Data was collected through in-depth interviews and classroom observations, then analyzed using a thematic analysis approach. The results show that teachers have implicitly integrated SEL principles in learning practice through various strategies, such as creating a positive and inclusive learning atmosphere, using collaborative activities such as games and storytelling, and providing positive reinforcement to foster students' empathy and confidence. SEL integration has been proven to open opportunities for strengthening social relationships between students, increasing learning motivation, and developing a more balanced character between cognitive and affective aspects. However, this study also found a number of challenges, including time constraints, the dominant focus on learning aspects, and the lack of teacher training in the systematic implementation of SEL. The results of this study confirm the importance of institutional support and the development of contextual SEL-based learning models in English learning at the elementary school level.
Co-Authors Al As'ary, Muawal Aminullah Aminullah Asbar Asbar Asbar Asbar Asbar Asbar, Asbar Assidiq, Ilham Dian Firdiani Djafar, Suarti Eka Wahyuni Eka Wahyuni ELIHAMI, ELIHAMI Erza Delfira Fitriyani, Fitriyani Handayani Sura’ Hasan Hasan Hasan Hasan Hasan Hasan Hasrijah Hasrijah Imam Akbar 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 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 Muthmainnah Alfrida Mutmainna Muinuddin M. Dyah Nadar Nadar Nurlatifa Beta Nurlela Baco Nurwahida Nurwahida Nurwahida Nurwahida, Nurwahida Puji Yanti Fauziah Puji Yanti Fauziah Rahmat Rahmat Rahmat Rosmiana, Sri Rosni, Rosni S, Putriyani Saidang Saidang Setiawan, Ahmad Fajrin Sheerly Sheerly Sitonda, Syawal Suarti Djafar Sunarti Sunarti Suparman Suparman Syarif, Irman Syawal Sitonda Tini Tini 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