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All Journal Indonesian Journal of Islamic Education Studies (INJURIES) Journal of Education and Teacher Training Innovation (JETTI) International Journal on Educational Issues (IJEI)
Salarian, Hossein
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Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Reactions of EFL Learners to an Unfairness Test Salarian, Hossein
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.174

Abstract

The matter of bias is more muddled by the problem of obviously differentiating components of culture and instructional background from the language capacities we want to measure. This study investigates the reaction of English as a Foreign Language (EFL) learners to perceived test unfairness, examining the role of social class and gender in test performance. Drawing on fairness theories and using the reading section of the IELTS test, thirty-four intermediate-level learners were initially pretested and grouped according to gender and social class. After exposure to a uniform instructional treatment, participants completed a posttest. For this purpose, both descriptive and inferential statistics were used to compare the results of the groups. In order to make sure that the differences between the groups are not statistically significant, a one-way ANOVA was employed. Results revealed significant disparities in performance linked to social class and gender, suggesting the presence of test unfairness or differential access to the skills required. This study underscores the importance of validating assessment instruments not only in terms of construct validity but also in terms of fairness across sociocultural demographics. There are some theoretical and practical implications involved in this study.
Learning Individual Counseling Practicum Courses in Using Google Classroom-based LMS (Learning Management System). Nuzliah; Mawaddah, Sri; Assenhaji, Salih Abdulrahman Yousuf; Salarian, Hossein
International Journal on Education Issues Vol. 1 No. 1 (2025): JANUARY
Publisher : CV Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/d83sxb20

Abstract

The individual counseling course is one of the courses that must be mastered by lecturers and students both online and offline. The aim of this research is to produce a product in the form of an Individual Counseling guidebook in the use of a Google Classroom-based LMS that can be used by lecturers and students of the BK Study Program in the BK Study Program in UIN Ar-Raniry and IAIN Lhoksemawe which are appropriate in terms of material and appearance, Describe the level of use of the Individual Counseling guidebook which can be used by BK lecturers and students as a learning reference. Method The research used is development research by following the development steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The research data were analyzed using descriptive statistical analysis and inferential statistics. The research results showed that (1) The individual counseling learning guidebook through the Google Classroom-based LMS (Learning Management System) is suitable for use by BK lecturers and BK students, (2) the level of use of the individual counseling learning guidebook through the Google Classroom-based LMS (Learning Management System) is good for use in individual counseling practice. Thus, the resulting individual counseling learning guidebook via Google Classroom-based LMS is declared feasible and can be used by BK Lecturers and BK Students to facilitate the teaching and learning process in individual counseling courses.
Moral Education Through Social Media in the Perspective of Islamic Digital Education Salarian, Hossein; Hosseini, Seyyed Maryam
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.203

Abstract

This study aims to examine social media usage strategies in moral education, assess the influence of digital content on character building, and offer a social media-based moral learning framework. This study uses a qualitative approach with a library research method through analysis of international scientific literature indexed by Google Scholar and Scopus (2018–2025). Literature selection was conducted using specific criteria: (1) published in reputable journals, (2) relevant to moral education and social media, (3) accessible in full text, and (4) written in English or Indonesian. A total of 35 articles were analyzed after the screening process. The results show that effective strategies for moral education through social media include creative packaging of Islamic content, strengthening interactivity, digital role models, forming virtual communities, and Islamic digital literacy. The findings also show that digital content has a dual effect: it can strengthen moral and prosocial values, but it also has the potential to weaken character if students are exposed to negative content without critical literacy. Furthermore, this study offers a social media-based moral learning framework that integrates Islamic content, interaction, community, role models, digital literacy, and the use of algorithms to strengthen moral values. This study provides theoretical contributions to the development of digital-based Islamic moral education, as well as practical contributions to designing learning strategies that are adaptive to the needs of the 21st century generation.
Co-Authors Assenhaji, Salih Abdulrahman Yousuf Hosseini, Seyyed Maryam Mawaddah, Sri Nuzliah Nuzliah