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PERAN GURU UNTUK MENGHABITUASI SIKAP SOPAN SANTUN SISWA KELAS VI SDN BOROREJO SURAKARTA TAHUN 2024/2025: PERAN GURU UNTUK MENGHABITUASI SIKAP SOPAN SANTUN SISWA KELAS VI SDN BOROREJO SURAKARTA TAHUN 2024/2025 Huda Tri Kurniawan; Rika Yuni Ambarsari; Mohammad Ali Yafi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34488

Sopan santun merupakan salah satu nilai moral atau suatu tingkah laku baik yang harus dimiliki oleh setiap manusia untuk menghormati orang lain. Tujuan pada penelitian ini untuk mengetahui 1) untuk menjelaskan kendala yang dialami guru untuk Menghabituasi sikap sopan santun siswa kelas VI di SDN Bororejo Surakarta; 2) untuk mendeskripsikan peran yang dilakukan guru untuk menghabituasi sikap sopan santun siswa kelas VI di SDN Bororejo Surakarta. Penelitian ini menggunakan metode penelitian lapangan dengan pendekatan kualitatif. Subjek penelitian tiga responden, yaitu: kepala sekolah, wali kelas VI, dan siswa kelas VI. Tenik pengumpulan data menggunakan Teknik sampling (cuplikan), instrumen pengumpulan data melalui observasi, wawancara, dan dokumentasi. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan verifikasi data. Berdasarkan hasil penelitian menunjukkan bahwa (1) adanya kendala yang dialami guru dalam Menghabituasikan sikap sopan santun siswa yaitu, perbedaan karakter, minat rendah terhadap nilai kesopanan, serta kemampuan berperilaku siswa bervariasi. (2) Diperlukan peran guru yang berwibawa, adil, dan mampu merangkul siswa dalam membentuk karakter melalui pembiaasaan yang konsisten dan teladan nyata, terutama dalam menanamkan sikap sopan santun.

Negotiating identity, originality, and agency in AI-assisted dissertation proposal writing among English education students Widhiyanto, Widhiyanto; Haryanti, Rahayu Puji; Mutiaraningrum, Ira; Anggraeni, Candradewi Wahyu; Suryani, Lilis; Yafi, Mohammad Ali
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 8 No 4 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v8i4.1460

This study examined the diverse approaches doctoral students take to developing an academic voice when utilizing AI. It examines the manifestation of academic integrity and agency, as well as the interplay among these constructs, through a case study. Thematic analysis, as a data analysis tool, from the responses of six doctoral students enrolled in the Proposal Dissertation Course, sheds light on the critical acceptance of AI. The results of the focus-group discussion and students’ reflective journals reveal that AI is recognized as applicable but does not replace human critical thinking in the manual investigation process. Research shows that students build academic identity through strategies such as making AI a discussion partner to maintain the author’s voice. They also maintain academic integrity by verifying AI sources, avoiding unreal citations, and manually paraphrasing the text. Students leverage AI for technical tasks and time management yet remain non-reliant and edit AI output to ensure it remains original work.

MENELAAH FAKTOR PENENTU KETERAMPILAN BERBICARA DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR Nugroho, Agung; Harbono, Harbono; Ali Yafi, Mohammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41489

Speaking skills are one of the important competencies in Indonesian language learning in elementary schools because they play a role in developing students' thinking, communication, and social interaction skills. However, the speaking skills of lower grade students are still not optimally developed and are influenced by various factors. This study aims to identify the factors that influence students' speaking skills in Indonesian language learning in grade 3 elementary school. The research method used is descriptive qualitative with data collection techniques through observation, interviews, questionnaires, and documentation. The subjects of this study were grade 3 students at an elementary school in Karanganyar Regency, Central Java. Data analysis was conducted using the interactive model of Miles and Huberman (2014). The results showed that students' speaking skills were influenced by various factors, both internal and external. Internal factors included low self-confidence and limited vocabulary, while external factors included students' speaking habits and experiences as well as the learning environment and methods applied by teachers. These findings indicate that the development of elementary school students' speaking skills needs to be carried out in an integrated manner through the strengthening of psychological aspects, language enrichment, and the creation of a participatory and conducive learning environment. Keywords: Speaking Skills; Influencing Factors; Indonesian Language Learning.

Speak with Impact: A Training on English for Presentation Nur Hidayati, Diyah; Mohammad Ali Yafi; Ninda Beny; Rika Yuni Ambarsari; Aan Budi Santoso; Luncana Faridhoh Sasmito; Rima Febrianti; Harbono
Jurnal Pengabdian Melek Literasi Vol. 3 No. 02 (2025): Vol. 3 No. 02 (2025): JPML : Jurnal Pengabdian Masyarakat melek Literasi
Publisher : Melekliterasi Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66340/xdq54j32

Artikel ini melaporkan implementasi dan hasil pelatihan English for Presentation yang dilakukan untuk mahasiswa Universitas Tunas Pembangunan Surakarta. Program ini bertujuan untuk meningkatkan keterampilan presentasi mahasiswa dalam bahasa Inggris dan membangun kepercayaan diri mereka dalam berbicara di depan umum melalui kegiatan interaktif dan paparan terhadap pelatih penutur asli bahasa Inggris. Pelatihan ini menerapkan metode berbasis lokakarya yang terdiri dari ceramah, demonstrasi, praktik terbimbing, dan latihan membangun kepercayaan diri. Hasil menunjukkan bahwa mahasiswa menunjukkan peningkatan yang signifikan dalam menyusun struktur presentasi, menggunakan bahasa penanda yang tepat, dan menerapkan teknik penyampaian yang efektif, termasuk pengucapan, intonasi, dan bahasa tubuh. Peserta juga melaporkan penurunan kecemasan dan peningkatan kemauan untuk berbicara dalam bahasa Inggris selama tugas presentasi. Diskusi menyoroti nilai masukan otentik, lingkungan belajar yang mendukung, dan praktik pengalaman dalam mengembangkan kompetensi komunikatif mahasiswa. Secara keseluruhan, program ini secara efektif memperkuat kesiapan mahasiswa untuk presentasi dalam konteks akademik, menunjukkan pentingnya mempertahankan inisiatif pelatihan serupa untuk mendukung pengembangan keterampilan yang berkelanjutan.

Pelatihan Guru SMA Dalam Menggunakan AI untuk Menyusun Materi, Menerapkan Strategi, dan Melaksanakan Asesmen Widhiyanto Widhiyanto; Ardhi Prabowo; Christianti Tri Hapsari; Ira Mutiaraningrum; Candradewi Wahyu Anggraeni; Muhimatul Ifadah; Mohammad Ali Yafi
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.178-189

Digital transformation in education requires teachers to adapt to technological advancements, including AI. The integration of AI in teaching and learning offers great potential for creating a more personalized, interactive, and relevant learning experience. However, research shows that the use of AI in secondary schools is still limited because of a lack of understanding and skills among teachers. This Community Service Program (PKM) focuses on enhancing the competencies of teachers at SMAN 12 Semarang by integrating artificial intelligence (AI) technology into teaching. Through training, this program aims to equip teachers with the knowledge and practical skills to utilize AI to develop instructional materials, implement innovative learning strategies, and conduct effective assessments. The methods used include lectures, discussions, demonstrations, and practical training. The methodology employed in this study is a case study. Thirty-three teachers from various subjects participated in this activity. The survey results were analyzed using the mean, standard deviation, and thematic analysis. The survey results indicated that teachers had a positive outlook on using AI to create instructional materials, questions, and assessments. Teachers created AI chatbot prompts that were clear, specific, contextually relevant to learning, and outcome-oriented. This activity has proven to enhance high school teachers' literacy and skills in utilizing AI to create more meaningful and effective learning experiences.

Pelatihan Guru SMA Dalam Menggunakan AI untuk Menyusun Materi, Menerapkan Strategi, dan Melaksanakan Asesmen Widhiyanto Widhiyanto; Ardhi Prabowo; Christianti Tri Hapsari; Ira Mutiaraningrum; Candradewi Wahyu Anggraeni; Muhimatul Ifadah; Mohammad Ali Yafi
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.178-189

Digital transformation in education requires teachers to adapt to technological advancements, including AI. The integration of AI in teaching and learning offers great potential for creating a more personalized, interactive, and relevant learning experience. However, research shows that the use of AI in secondary schools is still limited because of a lack of understanding and skills among teachers. This Community Service Program (PKM) focuses on enhancing the competencies of teachers at SMAN 12 Semarang by integrating artificial intelligence (AI) technology into teaching. Through training, this program aims to equip teachers with the knowledge and practical skills to utilize AI to develop instructional materials, implement innovative learning strategies, and conduct effective assessments. The methods used include lectures, discussions, demonstrations, and practical training. The methodology employed in this study is a case study. Thirty-three teachers from various subjects participated in this activity. The survey results were analyzed using the mean, standard deviation, and thematic analysis. The survey results indicated that teachers had a positive outlook on using AI to create instructional materials, questions, and assessments. Teachers created AI chatbot prompts that were clear, specific, contextually relevant to learning, and outcome-oriented. This activity has proven to enhance high school teachers' literacy and skills in utilizing AI to create more meaningful and effective learning experiences.

Metapragmatic Reasoning behind Impoliteness Attribution in Refusals: Javanese EFL Learners and Native Speakers of English Ali Yafi, Mohammad; Pratama, Hendi; Widhiyanto, Widhiyanto
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.107498

This study examines the metapragmatic reasoning of Javanese EFL learners (JLE) and native speakers of English (NSE) in attributing impoliteness to refusal utterances, with particular attention to the cultural values and pragmalinguistic features that participants identified as evaluative triggers. A two-phase sequential design was employed, using a Written Discourse Completion Task (WDCT) as a cognitive elicitation trigger followed by Retrospective Verbal Report (RVR) interviews with 10 JLE and 10 NSE participants. Thematic analysis of the RVR transcripts produced seven themes organized across two dimensions: the cultural values and moral orientations underlying impoliteness attribution, and the pragmalinguistic features identified as triggers. The findings indicate that both groups evaluated refusals against shared evaluative structures, including hierarchical legitimacy, moral responsibility, empathetic attentiveness, and epistemic fairness, though the cultural content through which these structures were expressed differed systematically between groups. The absence of lexical mitigation markers was the most consistently cited pragmalinguistic trigger, evaluated as a signal of moral inattentiveness to the relational cost of refusal rather than as a missing politeness formula. These findings reframe impoliteness attribution as a moral-evaluative process operating at two levels simultaneously: a shared evaluative structure and culturally specific content, and a distinction with potential implications for cross-cultural pragmatics theory and EFL pragmatic pedagogy in Indonesia.

FROM L1 TO L2: PEDAGOGICAL TRANSLATION AND ITS ROLE TO LANGUAGE ACQUISITION Mohammad Ali Yafi
Jurnal Penelitian Humaniora Vol. 26 No. 1 (2025): Vol 26, No 1: February 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v26i1.9006

Traditionally, translation has been an element in language instruction and learning processes under Grammar-Translation Method (GTM). This article provides a brief literature review on the recent study covering how pedagogical translation can contribute positively to second language acquisition (SLA). Despite many benefits of pedagogical translation in language learning, several drawbacks and challenges are also provided in this article. This article briefly provides the theoretical perspective, primary debate, and relevant empirical studies to assess how and to what extent translation from L1 to L2 can contribute to the process of language learning.

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