Article Per Year (5 Year)
p-Index From 2021 - 2026
5.309
P-Index
This Author published in this journals
All Journal IJoLE: International Journal of Language Education Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah GERAM (GERAKAN AKTIF MENULIS) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Stilistika: Jurnal Pendidikan Bahasa dan Sastra SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL JURNAL TUAH: Pendidikan dan Pengajaran Bahasa Cakrawala Linguista Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Cakrawala: Jurnal Pendidikan Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Literasi: Jurnal Pendidikan Guru Indonesia Asian Journal of Social and Humanities Jurnal Pengabdian Sosial Humaniora: ABDIMAWA Lingeduca: Journal of Language and Education Studies
Muhammad Mukhlis
Universitas Islam Riau, Pekanbaru, Indonesia
Religion Arts Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 44 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 44 Documents
Search

 1   2   3   4   5 
Relationships Between the Rulers of the Archipelago (Perspective of Traditional Javanese Historiography) Sudirman Shomary; Roziah Roziah; Muhammad Mukhlis; Nurul Aini Sudirman
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7866

Abstract

This study examines the representation of relationships among Nusantara rulers through the lens of traditional Javanese historiography, including Nagarakertagama, Pararaton, and various Babad texts. Using a qualitative approach with a multidimensional analysis, this research explores how social, political, and religious dimensions were constructed to maintain regional stability and Javanese hegemony. The findings reveal that social relationships were built through "intimate geopolitics" via political marriages (consanguinity), which transformed political rivalry into kinship solidarity. In the political dimension, the "Cakrawala Mandala Nusantara" concept served as both a defensive strategy against external threats and a manifestation of cosmic sovereignty. Furthermore, the transition to the Islamic period shifted the paradigm of authority from caste-based structures to cosmopolitan intellectual-spiritual networks (ukhuwah). This study argues that the relationships between rulers in traditional historiography were not merely a history of conquest, but a continuous negotiation of identity aimed at building a cohesive regional order. These findings contribute to a deeper understanding of the historical roots of national integration in Indonesia.
APPLICATION OF DEEP LEARNING APPROACH IN INDONESIAN LANGUAGE LEARNING AT SMA NEGERI 1 KANDIS 2025/2026 Fesehi Triani; Muhammad Mukhlis
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8085

Abstract

This study aims to describe the application  of the deep learning  approach in learning Indonesian at SMA Negeri 1 Kandis which includes aspects of planning, implementation, and obstacles faced. The research uses a descriptive qualitative approach with case study methods and content analysis techniques. Data was collected through in-depth interviews, classroom observations, and study of teaching module documents. The results of the study show that at the planning stage, teachers have been able to develop teaching modules that lead to learning based on higher order thinking skills (HOTS), contextual activities, and active student involvement, with good to excellent quality categories. At the implementation stage, learning has followed a deep learning syntax  which includes understanding, applying, and reflecting, as well as showing the characteristics of collaborative, contextual, and participatory learning with an excellent category. However, the aspects of reflection and metacognitive reinforcement are still not optimal because they have not been systematically structured. The obstacles found include time constraints, variations in students' abilities and activities, the use of technology that has not been maximized, and students' learning habits that still tend to be passive. This study concludes that the deep learning  approach has the potential to improve the quality of Indonesian language learning, but requires strengthening the aspects of reflection, authentic assessment, and support for teacher facilities and competencies so that the implementation is more optimal.
Teachers' Challenges in Implementing Deep Learning Assessment in Indonesian Language Instruction at YLPI Perhentian Marpoyan Junior High School, Pekanbaru Zikry Jawilovia; Muhammad Mukhlis
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3323

Abstract

This study was motivated by the persistence of various challenges in implementing deep learning assessment in Indonesian language learning within the Merdeka Curriculum at the junior high school level. Assessment in the Merdeka Curriculum emphasizes not only learning outcomes but also diagnostic, formative, and summative assessments conducted continuously throughout the learning process. However, in practice, teachers still encounter various obstacles in the planning, implementation, and follow-up stages of assessment. This study aimed to identify and describe the problems faced by teachers in implementing deep learning assessment in Indonesian language learning at SMP YLPI Perhentian Marpoyan Pekanbaru. This research employed a qualitative approach using a case study method. Data were collected through questionnaires and in-depth interviews with Indonesian language teachers at SMP YLPI Perhentian Marpoyan Pekanbaru. Data analysis was conducted through data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and persistent observation. The findings revealed that teachers experienced several challenges in implementing learning assessments. In the planning stage, teachers faced difficulties in time allocation, developing assessment instruments, and determining assessment rubrics and learning achievement criteria. During implementation, large class sizes and limited instructional time hindered teachers from conducting observations, providing feedback, and implementing authentic assessments effectively. In the follow-up stage, teachers encountered difficulties in analyzing assessment results, conducting remedial and enrichment programs, and establishing coordination with parents and other teachers regarding students’ learning outcomes. The study concludes that the implementation of deep learning assessment in Indonesian language learning at SMP YLPI Perhentian Marpoyan Pekanbaru has not been fully optimized due to constraints related to time management, administrative demands, classroom conditions, and limited training and collaborative support. Therefore, strengthening assessment training programs, enhancing school support, and promoting collaboration among teachers are necessary to improve the effectiveness of assessment implementation in the Merdeka Curriculum and better accommodate students’ learning needs.
Differences in the Implementation of the 2013 Curriculum and the Independent Learning Curriculum at SMAN 3 Siak Hulu Azita Azita; Dila Ersalianda; Mutiara Andri; Muhammad Mukhlis; Meradith Tandon
Lingeduca: Journal of Language and Education Studies Vol. 2 No. 2 (2023)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v2i2.255

Abstract

Curriculum is a series of plans and rules that include various elements such as objectives, content, methods, and evaluation of learning. The purpose of this study is to describe, analyze, interpret, and conclude the differences in the implementation of the 2013 curriculum and the independent curriculum at SMAN 3 Siak Hulu. The method used in this study is a quantitative method, collecting interview data. The research results obtained are 1) Differences in terms of objectives, the 2013 Curriculum integrates character education into subjects, while the Merdeka Curriculum emphasizes the growth of student character separately through character projects, 2) Strategy/method, the 2013 curriculum has not implemented differentiated learning, while The Merdeka Curriculum gives freedom to teachers to choose learning materials and use strategies that are appropriate to the conditions of their respective educational units, 3) Learning Materials, the 2013 Curriculum has material that is more dense and must be followed coherently, while the Merdeka Curriculum has material that is simpler and the teacher can choose which material will take precedence, 4) In terms of learning time allocation, both the 2013 Curriculum and the Merdeka Curriculum have a similar duration, 5) in terms of evaluation, the Merdeka Curriculum has evaluated the 2013 Curriculum, while the Merdeka Curriculum burdens the teacher in terms of preparation learning tools because it requires better differentiation than the 2013 Curriculum which has not yet done so, 6) Changes in Teacher Mindset and Perception: Implementation of the Independent Curriculum faces obstacles in the form of changes in mindset, perception, and paradigm of thinking of teachers regarding curriculum changes, and 7) The Independent Curriculum emphasizes education character, giving freedom to the teacher in choosing learning materials and strategies, as well as combining holistic assessments.
Co-Authors Adristi Afdal Adristi Afdal Afiyah Masruri Agus Triani Ajeng Nabilla Anugrah Akbar Al Masjid Alber, Alber Amay Lanjar Wulandari Andini Fitria Angela Suryani Putri Apri Winda Hafifah April maharani Asnawi Asnawi Asnawi, Asnawi Avinda Elsa Febriani Azita Azita Bambang Irawan Bintang Andi Putra Chaterine Br. Sitepu Dearby Wandira Yulis Della Putri Andini Desi Arni Natalina Br. Siburian Desi Sukenti Desrianti Sapitri Diah Ayu Lestari Dicky Fahmi Dila Ersalianda Dini Artini Erni Tri Rezeki Ersalinda, Dila Fauzul Etfita Febria, Rhani Feona Pramoda Wardhani Fesehi Triani Fiamanillah Fira Nurul Hidayah Hani Khoirunnisa Hanifa Yuti Islamiyah Harum, Ganda Helsy Arides Hanyuli Heny Kusuma Widyaningrum Hermaliza Hermaliza Hermaliza Hermaliza, Hermaliza Hilmiyatun Ilya Zulfadilla Jeny Marsela Julianita Kokom Komariah Labbaika Ashayidatina Latif Latif Latif Lukmanul Hakim M. Arsyat Rohimakumullah Melda Amriyani Putri Melia Anggraeni Meradith Tandon Mifta Kusriyah Muhammad Danil Muhammad Gadink Muhammad Gadink Muhammad Raihan Mukminati Zulfa Mutiara Andri Nadya Tri Ananda Noni Andriyani Nur Raudaturrahmah Nur, Hidayatun Nurul Aini Sudirman Nurwahyuni Pajriansyah Pertiwi Anggraini Piliang, Wilda Srihastuty Handayani Pitri Susanti Pitriyasari Poppy Nurkholidha Pretty Fahra Nabila Prida Asriani Pristi Dian Nova Rainov Ardi, Veronika Rani Putri Khanza Reginata Jenike Mhb. Ririn Yuliana Salevi Rizka Amalia Roziah Roziah Sandi Irawan Selpi Misda Shafina, Vira Shafira Wardatul Aini Shomary, Sudirman Siburian, Desi Arni Natalina Br Sohnui, Suhailee Sri Murni Sri Wahyuni Sudirman Shomary Sudirman Shomary Sumarwati Supriyadi Tri Ardya Pramesti Urwatul Uwusqa Alyamar Yuliawan, Tri Zikry Jawilovia