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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 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 Arshaka: Pedagogy and Learning Review Jurnal Ilmu Agama Indonesia (JIGAMNA) Jurnal Ilmu Pendidikan Biologi dan IPA 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 Immunology & microbiology 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.
Adaptive Learning dan Sistem Pembelajaran Berpersonalisasi: Tren dan Arah Penelitian Julham Hukom
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 3 No. 1 (2026): IDENTIK - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v3i1.1487

Abstract

This scoping review examines trends and research directions in adaptive learning and personalized learning systems published between 2019 and 2024. Following the PRISMA-ScR framework and guided by the Arksey & O'Malley methodology, a systematic search was conducted across multiple academic databases (Scopus, Web of Science, ERIC, IEEE Xplore, and MDPI). Of the 312 initially identified records, 28 studies met the inclusion criteria after screening. Findings reveal that: (1) research on adaptive learning grew significantly after 2020, particularly driven by the COVID-19 pandemic; (2) AI and machine learning are the dominant technologies used in adaptive learning systems; (3) the majority of studies focus on higher education contexts; (4) adaptive learning consistently shows positive effects on student learning outcomes; and (5) key challenges include data privacy, algorithmic bias, and limited teacher training. This review maps the current state of knowledge and identifies gaps for future research, particularly in K-12 settings and developing country contexts.
Transformasi Digital Pembelajaran Bahasa Arab: Tinjauan Literatur Sistematis terhadap Pemanfaatan Teknologi dari Aplikasi Seluler hingga Kecerdasan Buatan Julham Hukom
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 3 No. 2 (2026): IDENTIK - Maret
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v3i2.1488

Abstract

The use of technology in Arabic language learning is growing rapidly alongside the digital transformation of education, but a comprehensive mapping of technology types and their impacts remains scattered. This study aims to map the trends, types, and contributions of technology in Arabic language learning through a systematic literature review. A search of national and international journal databases was conducted using strict inclusion and exclusion criteria, resulting in a selection of 20 articles published between 2017 and 2026. The results of the thematic analysis revealed five dominant technology categories: artificial intelligence and chatbots, augmented reality, mobile applications (mobile-assisted language learning), gamification and interactive quizzes, multimedia, e-learning, and teacher competency. Quasi-experimental empirical findings consistently demonstrated improvements in vocabulary mastery, structural understanding, motivation, and learning engagement. However, technology integration is still limited by infrastructure, teacher readiness and competency, and the need for pedagogical support. This study concludes that technology plays a role as a catalyst for more adaptive, interactive, and personalized Arabic language learning, provided it is accompanied by strengthening teacher competency and a clear pedagogical framework.
Meta-Sintesis Blended Learning dan Flipped Classroom dalam Pembelajaran Bahasa Arab: Desain, Implementasi, dan Efektivitas Julham Hukom
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 3 No. 3 (2026): IDENTIK - Mei
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v3i3.1489

Abstract

Blended learning (BL) and flipped classroom (FC) represent two hybrid instructional models that structurally integrate face-to-face with digital components. In the context of Arabic language instruction, both models promise a balance between the depth of grammatical learning supported by direct teacher interaction and digital flexibility supporting independent practice. However, comprehensive synthesis of how BL and FC are designed, implemented, and produce impact in the specific context of Arabic language remains limited. This meta-synthesis aims to integrate findings from empirical studies on BL and FC in Arabic language learning to produce a more holistic understanding. A systematic search was conducted across Scopus, Web of Science, ERIC, and Google Scholar for the period 2019–2025. Of 231 articles identified, 20 studies met the inclusion criteria. Using Noblit and Hare’s (1988) meta-ethnographic approach, analysis yielded four main synthetic themes: (1) design characteristics of effective BL and FC in Arabic language contexts; (2) factors influencing implementation success across geographic contexts; (3) differential effects of BL and FC on Arabic language skills and academic achievement; and (4) structural challenges and contextual recommendations. The synthesis produces the Arabic Hybrid Implementation Framework (AHIF) as a design guide for BL/FC sensitive to the linguistic characteristics of Arabic and Islamic educational contexts.
Flipped Classroom dalam Pembelajaran Biologi dan IPA: Implementasi dan Tantangan di Era Pembelajaran Abad 21 Julham Hukom
Jurnal Ilmu Pendidikan Biologi dan IPA Vol. 2 No. 1 (2026): MUBIPA - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/mubipa.v2i1.1499

Abstract

Biology and science education (IPA) presents distinctive pedagogical challenges due to its dual nature as a body of knowledge and a set of scientific processes. The Flipped Classroom (FC) model, which relocates direct instruction outside the classroom and dedicates face-to-face time to active, higher-order learning, has emerged as a promising pedagogical strategy for addressing these challenges. This article presents a systematic literature review of 15 primary studies published between 2018 and 2025 examining the implementation, effectiveness, and challenges of the Flipped Classroom model in biology and IPA education in Indonesia and globally. The review reveals that FC is implemented primarily in three forms in biology learning: traditional video-based flipping, FC integrated with active learning models (Discovery Learning, Problem-Based Learning), and FC supported by digital learning management systems. Evidence consistently demonstrates that FC significantly improves student learning outcomes, critical thinking skills, and learning independence. Key challenges identified include students limited digital access, insufficient teacher competence in producing quality digital learning content, and difficulties in ensuring student accountability for pre-class learning activities. This article concludes that FC is highly appropriate for biology and IPA education and offers recommendations for effective implementation, particularly in the context of the Merdeka Curriculum.
The effectiveness of the flipped classroom on mathematical higher order thinking skills: a meta-analysis Julham Hukom; Said Sudi Khassim
Arshaka: Social Sciences and Education Vol 2 No 1 (2026): Arshaka: Pedagogy and Learning Review
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/arshaka.v2i1.90

Abstract

Higher order thinking skills (HOTS) are a core competency in 21st-century mathematics education, yet they remain difficult to achieve through conventional instruction. The flipped classroom has been proposed as an alternative that reverses the allocation of learning time so that higher order thinking activities can be facilitated more intensively in class. This study quantitatively synthesized the magnitude of the flipped classroom effect on mathematical HOTS through a meta-analysis. Eleven effect sizes drawn from experimental and quasi-experimental studies with a total of 1,091 participants were analyzed using a random-effects model with Hedges g as the effect size index. The pooled effect size was g = 0.82 (95% CI [0.59, 1.05]; p < 0.001), which is large, with moderate to substantial heterogeneity (I-squared = 67.6%). Publication bias tests indicated robust findings. Moderator analysis showed that education level, country, and flipped classroom variant acted as significant moderators, whereas the HOTS domain did not. These findings strengthen the evidence that the flipped classroom is effective for developing mathematical HOTS across contexts.
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 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 Halima Bugis Handaru, Calista Haruna, Haruna Abubakar Hikmatul Lailaa 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 Mokhammad Miftakhul Huda 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 Said Sudi Khassim 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