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All Journal Jurnal Konseling dan Pendidikan Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Onoma: Pendidikan, Bahasa, dan Sastra EduPsyCouns: Journal of Education, Psychology and Counseling Maspul Journal of Community Empowerment Didaktik : Jurnal Ilmiah PGSD STKIP Subang Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Cakrawala Pendas CENDEKIA PENDIDIKAN Ta'dib KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Journal of Shoutheast Asian Islam and Society (JSEAIS) International Journal of Education Management and Religion Edumaspul: Jurnal Pendidikan Maspul Journal of English Studies (Majesty) Edumaspul: Jurnal Pendidikan
Ismail
Universitas Muhammadiyah Enrekang
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrating Multimedia Presentations to Enhance Linguistic and Digital Literacy in Higher Education Mustakim Mustakim; Sri Rosmiana; Ismail Ismail
Majesty Journal Vol. 6 No. 1 (2024): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.39

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.
Deep Learning-Assisted Feedback in Academic Writing: Effects on EFL Students’ Revision Skills Umiyati Jabri; Elihami Elihami; Ita Sarmita Samad; Ismail Ismail
Majesty Journal Vol. 8 No. 1 (2026): Technology Mediated Langauge Learning, Teaching and Assessment
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v8i1.44

Abstract

Background: The increasing use of artificial intelligence in higher education has expanded the role of deep learning-assisted feedback in academic writing instruction, particularly in EFL contexts. Although prior studies have shown its potential to improve writing performance, limited research has examined how such feedback influences revision skills through student engagement and digital literacy, especially in regional higher education settings. Purpose: This study investigated the effect of deep learning-assisted feedback on EFL students’ revision skills in academic writing, the revision types most influenced by the feedback, and its contribution to the improvement of writing quality. Methods: A quantitative correlational design was employed involving 22 undergraduate students in an academic writing course at Universitas Muhammadiyah Enrekang, Indonesia. Data were collected through questionnaires, revision coding of students’ drafts, and writing quality scores before and after revision. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), supported by descriptive statistics of revision types and writing improvement. Results: The findings showed that deep learning-assisted feedback had a positive and significant direct effect on revision skills and an indirect effect through student engagement. Digital literacy also strengthened the relationship between feedback and engagement. Surface-level revision was the most frequent type of revision, followed by meaning-level and structural revision. In addition, students’ writing quality improved substantially after the revision process, as indicated by the increase from a mean pre-revision score of 64.64 to a mean post-revision score of 84.00. Conclusion: Deep learning-assisted feedback contributed positively to EFL students’ revision skills and writing quality. Its effectiveness was enhanced by student engagement and digital literacy, suggesting that AI-assisted feedback can function as a meaningful pedagogical support in academic writing, particularly in emerging regional higher education contexts.
Exploring the Impact of Video Project-Based Learning on Student Engagement and Learning Outcomes in Fiqh at Madrasah Ibtidaiyah Ismail; Tini; Ismaya; Hadi Pajarianto; Dahlan Muchtar
Journal of Southeast Asian Islam and Society Vol. 4 No. 2 (2025): JSEAIS
Publisher : UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/0ka8pe47

Abstract

Video Project-Based Learning (VPBL) is increasingly recognized as an effective approach to enhancing student engagement and learning outcomes. This study examines the impact of VPBL on Fiqh education at Madrasah Ibtidaiyah Negeri (MIN) 2 Enrekang, focusing on student comprehension, creativity, and pedagogical effectiveness. Employing a pre-experimental design, the study utilized a one-group pretest-post-test methodology to assess changes in student understanding before and after VPBL implementation. The research also incorporated qualitative insights from teacher interviews to provide a comprehensive evaluation. The results reveal a significant improvement in students' comprehension of Fiqh, as evidenced by a 20.53% increase in post-test scores. Video project assessments demonstrate students' ability to creatively interpret and apply Fiqh concepts. Teachers reported that VPBL fosters active learning and deeper student engagement but highlighted challenges related to technical skills and time constraints. These findings underscore VPBL's potential as a transformative approach in Islamic education, blending technology with religious instruction to create an interactive learning environment. Future research should explore VPBL's broader applicability and investigate advanced technological integrations, such as artificial intelligence, to further personalize learning experiences in religious studies.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI MI MUHAMMADIYAH CECE Nur Irdayanti; Ismail; Wulandari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12903

Abstract

This study aims to enhance students’ learning outcomes through the use of the Jigsaw cooperative learning model in Pancasila Education. The issue addressed in this study is the low level of learning outcomes resulting from teacher-centered learning. This research employed Classroom Action Research (CAR) consisting of two cycles, namely planning, implementation, observation, and reflection stages. The participants were fourth-grade students of MI Muhammadiyah Cece. Data were gathered through observation and tests, and then analyzed using descriptive quantitative techniques. The results revealed a significant improvement in students' learning outcomes. In the pre-cycle stage, classical completeness was 41.18%. In cycle I, the average score rose to 74.12 with 52.94% completeness. In cycle II, the average score increased to 93.24 with 88.24% completeness. These findings demonstrate that the Jigsaw cooperative learning model effectively enhances students’ learning outcomes, participation, and collaboration skills. Therefore, this model can be applied as an alternative learning strategy in elementary education.
THE EFFECT OF DIGITAL THINK-PAIR-SHARE STRATEGY VIA PADLET ON EFL STUDENTS' SPEAKING SKILLS AT SMKN 5 ENREKANG Dian Amanda; Ismail; Sri Rosmiana; Asbar; Umiyati Jabri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16253

Abstract

This research investigated the effect of the Digital Think-Pair-Share (TPS) strategy via Padlet on the speaking skills of eleventh-grade EFL students at SMKN 5 Enrekang. Speaking was identified as a persistent challenge for vocational high school students, who frequently demonstrated limited fluency, restricted vocabulary, inaccurate pronunciation, and high speaking anxiety as a result of teacher-centered instruction. A quantitative quasi-experimental design was employed, involving 45 students divided into an experimental group (n = 22), taught using Digital TPS via Padlet, and a control group (n = 23), taught using the Role Play method. Both groups completed a pre-test and a post-test assessed through a speaking rubric covering fluency, pronunciation, vocabulary, and grammatical accuracy. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, and paired and independent samples t-tests with SPSS version 25. The results showed that the experimental group's mean score increased from 46.45 to 64.14, a gain of 17.69 points, whereas the control group improved only marginally from 39.78 to 41.61. The independent samples t-test yielded t = 5.040, df = 34.500, p < .001, with a mean difference of 22.53 points favoring the experimental group, while the paired samples t-test confirmed a significant pre-to-post improvement in the experimental group (p < .001) but not in the control group (p = .586). These findings indicate that the Digital Think-Pair-Share strategy via Padlet was significantly more effective than the Role Play method in enhancing EFL students' speaking skills. The study recommends that English teachers adopt Digital TPS via Padlet as a structured, technology-supported, and student-centered approach to speaking instruction in vocational secondary schools.
Pengembangan Media Pembelajaran Articulate Storyline 360 Berbasis Deep Learning untuk Meningkatkan Keaktifan dan Hasil Belajar Pendidikan Pancasila Siswa Sekolah Dasar Riska Yulianti; Dian Firdiani; Dedi Setiawan; Idham Haliq; Ismail; Kairawan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16664

Abstract

Penelitian ini bertujuan mengembangkan media Articulate Storyline 360 dengan pendekatan pembelajaran mendalam untuk meningkatkan keaktifan dan hasil belajar Pendidikan Pancasila siswa sekolah dasar. Penelitian ini menggunakan metode penelitian dan pengembangan (Research and Development) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan Subjek penelitian terdiri atas ahli media, ahli materi, praktisi pembelajaran, dan 25 siswa kelas V sekolah dasar. Data dikumpulkan melalui observasi, angket validasi, angket respon, tes hasil belajar, dan dokumentasi. Data dianalisis secara deskriptif kuantitatif dan kualitatif, dilengkapi dengan uji normalitas, paired sample t-test, dan N- Gain. Hasil penelitian menunjukkan bahwa media yang dikembangkan memperoleh penilaian sangat layak berdasarkan validasi ahli media, ahli materi, dan praktisi pembelajaran. Hasil respon siswa menunjukkan bahwa media berada pada kategori sangat praktis karena memiliki tampilan menarik, mudah digunakan, dan membantu siswa memahami materi Pendidikan Pancasila. Hasil belajar siswa mengalami peningkatan dari nilai ratarata pretest sebesar 73,12 menjadi 88,60 pada posttest. Hasil uji paired sample t- test menunjukkan nilai signifikansi < 0,05, sehingga terdapat perbedaan yang signifikan antara hasil belajar sebelum dan sesudah penggunaan media. Nilai NGain sebesar 0, 6314 berada pada kategori sedang. Temuan ini menunjukkan bahwa media Articulate Storyline 360 dengan pendekatan pembelajaran mendalam layak, praktis, dan dapat mendukung peningkatan hasil belajar serta keterlibatan siswa dalam pembelajaran Pendidikan Pancasila di sekolah dasar.
Investigating Students’ Experiences on AI Integration in Chinese Listening Practices: A Study in Higher Education Ita Sarmita Samad; Nirdayanti Mustarih; Imam Akbar; Ismail Ismail
Edumaspul: Jurnal Pendidikan Vol. 10 No. 1 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v10i1.114

Abstract

This study aims to explore students' experiences in the use of Artificial Intelligence (AI) in the practice of listening to Chinese in the Chinese Language Education Study Program, Makassar State University. The research uses a qualitative approach with an exploratory descriptive design. The research participants totaled 55 students who were selected using the purposive sampling technique. Data was collected through open-ended questionnaires and semi-structured interviews to obtain a comprehensive picture of students' experiences in using AI for Chinese listening practice. Data was analyzed using thematic analysis techniques which included the process of data familiarization, coding, theme identification, theme review, theme naming, and preparation of research results reports. The results showed that most students had positive experiences in using AI for Chinese listening exercises. AI is used for various learning activities, such as understanding pronunciation and intonation, enriching vocabulary, translating texts, and practicing understanding Chinese conversations. Most respondents also assessed that AI helps improve listening skills through flexible access, quick feedback, and wider self-learning opportunities. However, students consider that AI has not been able to replace the role of lecturers in providing contextual explanations, academic guidance, and more in-depth pedagogical interactions. This study concludes that AI has the potential to be an effective supporting medium in learning to listen to Chinese in universities if it is properly integrated with student-centered learning strategies.
The Capability Paradox: When Competence Becomes a Risk in Public Leadership: Paradoks Kapabilitas: Ketika Kompetensi Menjadi Risiko dalam Kepemimpinan Publik Ismail Ismail
Edumaspul: Jurnal Pendidikan Vol. 10 No. 2 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v10i2.291

Abstract

This conceptual paper examines the Capability Paradox, a condition in which competence, experience, and institutional expertise in public leadership may serve as sources of public value while simultaneously creating risks of authority abuse. Public sector competence has commonly been viewed as a prerequisite for bureaucratic effectiveness, public sector innovation, and accountable service delivery. However, in complex public organizations, competence does not automatically lead to good governance when it is not guided by integrity, accountability, and effective oversight. This study employs a conceptual method with a theory-building approach to develop a theoretical framework explaining the relationship between competence, administrative capability, integrity, accountability, and corruption risk. Drawing on literature in public administration, fraud theory, public integrity, accountability, and digital governance, this article proposes the Capability–Integrity Equilibrium Theory (CIET). CIET argues that administrative capability is ambivalent: it can generate public value when directed by a strong ethical governance filter, but it can also turn into corruption capability when embedded in weak ethical environments. The main contribution of this study lies in extending the concept of capability from an individual attribute in the Fraud Diamond into an institutional capacity shaped by positional experience, structural authority, access to information, actor networks, and mastery of organizational procedures. The article argues that public sector reform should not focus solely on improving bureaucratic competence, but must also establish equilibrium among capability, integrity, accountability, and oversight to ensure that competence remains aligned with the public interest.
Co-Authors Abdul Haling Abdul Haling Al As'ary, Muawal Alfrida, Muthmainnah Aminullah Aminullah Arismunandar Asbar Asbar Asbar Asbar Asbar Asbar Asbar Asbar, Asbar Assidiq, Ilham Beta, Nurlatifa Dahlan Muchtar Dedi Setiawan Dian Amanda Dian Firdiani Dian Firdiani Djafar, Suarti Eka Wahyuni Eka Wahyuni Elihami Elihami ELIHAMI, ELIHAMI Elihamid Elihamid Erza Delfira Fatmawati Fatmawati Fatmawati, Fatmawati Fitriyani, Fitriyani Handayani Sura' Handayani Sura’ Haryanti Rukmana Saharuddin Hasan Hasan Hasan Hasan Hasan Hasan Hasrijah Hasrijah Idam Khalid Idham Haliq Imam Akbar Imam Akbar, Imam Ismaya Ismaya Ismaya Ita Sarmita Samad Ita Sarmita Samad Ita Sarmita Samad Ita Sarmita Samad Ita Sarmita Samad, Ita Sarmita Jabri, Umiyati Kairawan Khalid, Muh. Idham Lutfi Wibawa M. Yunus Sudirman Mahyuddin, Muhammad Junaedi Masnur Masnur Masnur Masnur Mowafg Abrahem Masuwd Muawal Al As'ary Musdalifah Musdalifah Musdalifah Musdalifah Musdalifah Musdalifah Mustakim Mustakim Mustakim Mustakim Mustakim Mustakim Mutmainna Muinuddin M. Dyah Mutmainnah M. Dyah Muwafiq Ibrahim Mas’ud Nadar Nadar Nikita Pramudia Nirdayanti Mustarih Nur Irdayanti Nurlela Baco Nurwahida Nurwahida Nurwahida Nurwahida, Nurwahida Pajarianto, Hadi Puji Yanti Fauziah Putriyani S Rahmat Rahmat Rahmat Rahmat Rahmat Ramadhan Ramadhan Riska Yulianti Rosmiana, Sri Rosni Rosni Rosni, Rosni S, Putriyani Saidang Saidang Setiawan, Ahmad Fajrin Sheerly Sheerly Sitonda, Syawal Sri Rosmiana Suarti Djafar Sunarti Suparman Suparman Syarif, Irman Syawal Sitonda Tini Tini Tini Tini Tini Tini Tini Tini, Tini Ukkas Ukkas Ukkas, Ukkas Umiyati jabri Umiyati Jabri Wisnah Syari Wiwi Widiawati Wulandari Yunus Busa Yunus Busa Yuspa Kurnia