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All Journal English Review: Journal of English Education Al Ishlah Jurnal Pendidikan AJIS : Academic Journal of Islamic Studies JEES: Journal of English Educational Study Journal of English Education and Teaching (JEET) Studies in English Language and Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Eka Apriani
Institut Agama Islam Negeri (IAIN) Curup
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Lecturer's Teaching Strategy in Improving Higher- Order Thinking Ability of Islamic Education Students Asri Karolina; Reni Melawati; Idi Warsah; Eka Yanuarti; Eka Apriani
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.1967

Abstract

Lecture activities as processes and requirements exist, following academic rules and curriculum in a study program. It suggests how much basic knowledge students are required to have. The aim is to help students cope with the growing growth of science and technology. For this, Mamou's thinking ability achieves the educational goal, which is for students able to solve problems with high levels of thinking. The research aims to find out and analyze the lecturers' strategy used in increasing the efficacy of higher-order thinking, as well as the inhibitor and support factors in increasing higher-order ability. The study involves qualitative methods. The subjects were lecturers of the study program for Islamic education. The data collection techniques used in this study are observation, interviews, and documentation. The data-analysis techniques used are data reduction, data display, and verification. The results show the lecturers' strategy used in perpetuating students' ability to higher-order thinking with active learning strategies, incubation, suspected problems, and BBL. While the retard factors of a student's low thinking ability are lack of reading and the way lecturers should always guide students. As for the supporting factors are Internet access, library, and curiosity.
Child-Friendly Schools Meet Green Education: A Bibliometric Mapping of Trends and Synergies in School Management Research Jumatul Hidayah; Eka Apriani; Yongki Ramadhan Putra
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8138

Abstract

Research on Child-Friendly Schools (CFS) and Green School initiatives has expanded significantly over the past decade; however, these two frameworks are often examined separately despite their shared emphasis on holistic and sustainable school development. This study aims to map the intellectual structure, research trends, and emerging synergies between child-friendly education and green school management.A bibliometric analysis was conducted on 312 peer-reviewed documents indexed in the Scopus database from 2010 to 2024. Publications were retrieved using structured keyword combinations related to child-friendly schools, green schools, sustainability, and environmental education in school contexts. After data cleaning and keyword normalization, analyses were performed using VOSviewer and Biblioshiny to examine publication trends, citation patterns, co-authorship networks, keyword co-occurrence, and thematic clustering.Findings indicate a marked increase in publications after 2019, reflecting heightened global attention to sustainable and inclusive education aligned with the Sustainable Development Goals. Keyword co-occurrence analysis reveals a thematic shift from infrastructure-oriented sustainability toward holistic approaches integrating student participation, eco-humanism, and whole-school governance models. Four major thematic clusters were identified: green school policies, student participation and behavior, eco-friendly infrastructure, and values-based holistic education. However, collaboration networks remain regionally concentrated, and interdisciplinary integration between child rights and environmental governance research is still limited.The results suggest that integrating child-friendly and green school frameworks offers a promising pathway toward inclusive and sustainability-oriented school management. Future research should prioritize longitudinal, comparative, and interdisciplinary studies to strengthen evidence-based models that align environmental responsibility with child-centered educational principles.
EFL LECTURERS' AND STUDENTS' ACADEMIC WRITING EXPERIENCE AND CHALLENGES IN USING AI WRITING TOOLS: A QUALITATIVE STUDY Meli Fauziah; Sarwo Edy; Abdul Karim Amrullah; Jesi Nuraini; Eka Apriani
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.9666

Abstract

This study investigates the experiences and challenges of lecturers and students in the English Tadris Study Program of IAIN Curup in using AI writing tools for academic work. Using a qualitative approach with purposive sampling, data were collected from one lecturer and ten students through interviews, supported by a preliminary pilot study confirming the integration of AI in academic writing practices. The findings reveal that AI enhances idea development, organization, syntactic accuracy, vocabulary refinement, and writing confidence, functioning as a cognitive accelerator that streamlines the writing process. However, significant challenges emerge, including shallow idea generation, rigid structures, machine-like language, inaccurate citations, limited access to premium AI features, and insufficient prompt literacy. The discussion highlights deeper pedagogical implications, particularly the shifting paradigm from “writing as creation” to “writing as collaboration,” emphasizing the lecturer’s role as mediator of ethical AI use. Psychological transformations also appear, where efficiency leads to dependency, forming a “comfort paradox” that threatens independent thinking and authorial identity. The study concludes with recommendations for institutional AI guidelines, AI literacy integration, equitable access, and pedagogical redesign to balance automation with originality.
Co-Authors Abdul Karim Amrullah Asri Karolina Dadan Supardan Dahniar Dahniar Eka Yanuarti Farida Esmianti Haryani Haryani Hendra Harmi Hengki Kris Sanjaya Idi Warsah Irwan Fathurrochman Jesi Nuraini Jumatul Hidayah Meli Fauziah Melki Garoga Muhammad Taufik Noermanzah, Noermanzah Paidi Gusmuliana Paidi Gusmuliana Perdy Karuru Reni Melawati Rijal, A. Samsu Rita Inderawati Roni La’biran Ruly Morgana Safnil Arsyad Santiana Santiana Sarwo Edy Syafryadin Syafryadin Syafryadin Syafryadin Umu Arifatul Azizah Wawan Tarwana Yongki Ramadhan Putra