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All Journal Journal of Education and Learning (EduLearn) Jurnal Elemen DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JTP - Jurnal Teknologi Pendidikan MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Seminar Nasional Hasil Penelitian LP2M UNM Jurnal Al-Mashadir: Journal of Arabic Education and Literature Jurnal Ilmu Pendidikan Nasional GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) Jurnal Pengabdian kepada Masyarakat Multidisiplin (JUPENGEN) Pengabdian Masyarakat (DIMASY) Jurnal Pendidikan Progresif EL-FUSHA Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) Jurnal Ilmu Bimbingan dan Konseling (BIKOLING) Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum (PAKEHUM) Variable Research Journal Jurnal Ilmu Agama Indonesia (JIGAMNA) Jurnal Sains, Teknik, Ekonomi, dan Pendidikan (SATEDIK)
Julham Hukom
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Pendampingan Fonetik Bahasa Arab Untuk Meningkatkan Ketepatan Makharijul Huruf Mahasiswa Pendidikan Bahasa Arab Dyah Adila Perdana; Julham Hukom; Baiq Raudatussolihah; Fauziah Bachtiar; Hikmatul Lailaa
Pengabdian Masyarakat Vol. 3 No. 1 (2026): Pengabdian Masyarakat (DIMASY)
Publisher : Jurusan Pendidikan Ilmu Pengetahuan Sosial, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/DIMASY.v3i1.117

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan ketepatan pelafalan makharijul huruf mahasiswa Pendidikan Bahasa Arab melalui pendampingan fonetik bahasa Arab. Metode yang digunakan adalah pendampingan edukatif berbasis praktik dengan pendekatan fonetik artikulatoris. Kegiatan dilaksanakan dalam 4 kali pertemuan dengan durasi 90 menit setiap pertemuan, yang meliputi tahap diagnostik, penyampaian materi fonetik, praktik pelafalan, serta evaluasi. Hasil kegiatan menunjukkan adanya peningkatan kemampuan pelafalan mahasiswa setelah pendampingan. Secara kuantitatif, rata-rata ketepatan pelafalan mahasiswa meningkat dari 56% pada tahap pre-test menjadi 78% pada tahap post-test, dengan peningkatan sebesar 22%. Peningkatan juga terjadi pada kemampuan membedakan huruf dengan kemiripan makhraj serta kesadaran terhadap posisi alat ucap. Selain itu, mahasiswa menunjukkan peningkatan kepercayaan diri dan partisipasi dalam praktik pelafalan. Dengan demikian, pendampingan fonetik bahasa Arab berbasis praktik terbukti efektif dalam meningkatkan ketepatan pelafalan makharijul huruf serta kesadaran artikulatoris mahasiswa. Kegiatan ini dapat menjadi alternatif model pembelajaran yang aplikatif dalam meningkatkan kualitas pembelajaran fonetik bahasa Arab di perguruan tinggi.
Flipped Classroom dalam Pembelajaran Pendidikan Pancasila dan Kewarganegaraan: Implementasi, Manfaat, dan Tantangan Julham Hukom
Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum Vol. 3 No. 1 (2026): PAKEHUM- April
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pakehum.v3i1.1494

Abstract

This study examines the application of the Flipped Classroom model in Pancasila and Civic Education (PPKn/Pendidikan Pancasila) learning through a systematic literature review. The conventional teacher-centered approach in PPKn often fails to develop students' critical thinking and civic values optimally. The Flipped Classroom model, where students learn material independently at home through digital media before class, and use classroom time for active discussions and collaborative tasks, offers a promising alternative. Based on the review of 15 relevant studies published between 2017 and 2024, this article analyzes: (1) the conceptual foundation of the Flipped Classroom model; (2) its implementation stages in PPKn learning; (3) the benefits it brings to student learning outcomes and character development; and (4) challenges encountered during implementation. The findings indicate that the Flipped Classroom model significantly increases student learning activity, critical thinking skills, and understanding of Pancasila values. Key implementation challenges include limited student access to digital technology, insufficient teacher digital competency, and the need for consistent student self-discipline. The article concludes with practical recommendations for PPKn educators to adopt this model effectively in the era of the Merdeka Curriculum.
Gamifikasi dan Game-Based Learning dalam Pembelajaran Bahasa Arab: A Scoping Review Julham Hukom
Jurnal Sains, Teknik, Ekonomi, dan Pendidikan Vol. 2 No. 1 (2026): SATEDIK - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/satedik.v2i1.1501

Abstract

Gamification and game-based learning (GBL) have emerged as innovative approaches in Arabic language education. However, comprehensive reviews mapping trends, platforms, and research outcomes in this field remain limited. This scoping review aims to map and analyze the literature addressing the use of gamification and GBL in Arabic language learning contexts. Searches were conducted across four databases (Scopus, Web of Science, Google Scholar, and ERIC) using structured search queries with keywords including gamification, game-based learning, serious game, educational game, and digital game, combined with Arabic language, teaching Arabic, Arabic learning, and Arabic literacy. The PRISMA-ScR framework was used as a reporting guideline. Of 247 articles initially identified, 20 studies met the inclusion criteria after screening. The review findings indicate that the most widely used gamification platforms are Kahoot!, Quizizz, Wordwall, and Duolingo. The majority of studies reported positive impacts on learners' motivation, engagement, and academic achievement, particularly in Arabic vocabulary and grammar acquisition. Studies were conducted across various educational levels, from primary school to higher education, with geographic contexts dominated by Malaysia and Indonesia. Nevertheless, research gaps remain regarding productive skills (speaking and writing), long-term effects of gamification, and the limited use of rigorous experimental designs. This scoping review provides a useful research map for researchers, educators, and educational technology developers in Arabic language instruction.
Effectiveness of the flipped classroom model in minimizing students’ learning performance gaps in higher education Gamar Assagaf; Patma Sopamena; Dinar Riaddin; Julham Hukom; Abdulnassir Yassin
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 3 (2024): December 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i3.94590

Abstract

Effectiveness of the flipped classroom model in minimizing student achievement gaps in higher education. Various previous experimental studies have highlighted the potential of the flipped classroom model (FCM) for improving student learning performance. However, the question of how far FCM can make a positive contribution to various academic abilities remains unclear. Some studies suggest that some learning models tend to benefit students with higher academic abilities (UA) than those with lower abilities (LA). Objectives: This study aims to explore whether the application of FCM can be effective in reducing the learning performance gap between LA and UA students. Method: We used an ANCOVA test with a 3 x 2 factorial design to answer this research question. We applied three different learning models (FCM, PBL, and Expository) to a total of 25 LA and UA students. Results: The analysis results showed that using the FCM model was more successful in reducing the learning performance gap between LA and UA students compared to the PBL and expository models. Conclusion: These findings make a significant contribution to our understanding of the effectiveness of specific learning models in addressing learning performance gaps, with important implications for the development of more inclusive learning policies and practices.
Inflasi Istilah dalam Kebijakan Pendidikan: Kritik terhadap Produksi Terminologi Baru dalam Kurikulum Indonesia Julham Hukom
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.936

Abstract

This article examines the phenomenon of term inflation in Indonesian curriculum policy, particularly the Independent Curriculum (Kurikulum Merdeka), which is characterized by the widespread production of new terminology without adequate conceptual clarity. The research uses a critical review method based on document analysis and scientific literature to examine how these terms are formulated, adopted, and practiced by stakeholders, particularly teachers. The results show that term inflation often creates ambiguity and a lack of synchronization between policy documents, thus hindering consistent curriculum implementation. Furthermore, teachers face administrative burdens, adaptation pressures, and a tendency to interpret new terms in a formalistic manner due to the lack of stable operational guidelines. This phenomenon not only burdens teachers but also has the potential to undermine the quality of the pedagogical transformation expected from curriculum reform. This article emphasizes that terminology changes must be embedded within a more consistent, coherent, and long-term policy framework so that they do not hinder but instead strengthen educational practices in schools.
Co-Authors Abdul Manaf Abdul Manaf ABDUL MANAF Abdulnassir Yassin Adha Kurnianti Akmal Ali Muhtadi Andromeda Valentino Sinaga Aris Susanto Ariyadi Wijaya Arsal, Ulfah Widyastuti As'ary, Muawwal Al Bagus Purnomo Baiq Raudatussolihah Bugis, Halima Cahyani, Izza Alfina Diana Samal Dinar Riaddin Dyah Adila Perdana Eka Zuliana Endang Sulistyowati Endang Sulistyowati Enung Mariah, Enung Faradillah Rusliana Fatkhul Ulum Fauziah Bachtiar Gamar Assagaf Handaru, Calista Haruna, Haruna Abubakar Hikmatul Lailaa Huda, Mokhammad Miftakhul Ikram, Muhammad Imaroh, Yunianti Risma Irfan Irfan Isnaeni Isnaeni Isnaeni Kamsurya, Marwa Astriani Mariana Mariana Martaputri, Nurul Aulia Marwa Astriani Kamsurya Masita Taufiqi Kholida Mawardi, Dona Ningrum MMSI Irfan ,S. Kom Muhtadi, Ali Aulia Nisrina Nisrina Nurhayati Nurhayati Nursalam Nursalam Nurul Aulia Martaputri Patma Sopamena Perdana, Dyah Adila Pujiriyanto . Purnomo, Bagus Rahmi Ramadhani Ratau, Asria Rimma Sianipar Ruhul Kudus Samal, Diana Samal, Diana Aulia Samritin Sembiring, Rinawati Siti Irene Astuti D Sitti Muthmainnah SRY WAHYUNI, SRY Sujarwo Sujarwo Syafir, Muhammad Isnawan Wagola, Wa Nurmin Yanuar, Fahd Sjarifain Zaum, Syahrul