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PENGEMBANGAN HYBRID LEARNING BERBASIS APLIKASI COMPUTER ASSITED TEST (CAT) PADA PROGRAM ARABIC PROFICIENCY TEST Ibnu Rawandhy N. Hula; Moh. Zulkifli Paputungan; Ana Mariana
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 9 No 1 (2021): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v9i1.2063

This study aims to develop Hybrid Learning based on the Computer Assisted Test (CAT) application in the Arabic Proficiency Test (APT) program.The method used was Research and Development with the ADDIE instructional design model (Analyze, Design, Develop, Implement and Evaluate), with development stages (concept, design, material collecting, assembly, testing and distribution). The results showed that the development of Hybrid Learning based on CAT application can be used in the Arabic Proficiency Test (APT) program which contains three language competency tests, (istima, tarakib and Qira’ah) and fulfills several aspects; 1) Self Instructional, 2) Self Instructional, 3) Self Contained, 4) Standalone, 5) User Friendly, and 6) Adaptive to technological developments. The results of the CAT-APT application trial in a limited group obtained a score of 80 (good) to 88 (very good), in the media validation test the score was 80 (good) to 86 (very good), the programming validation test and a score of 80 (good) to 88 (very good), while in the testing on the tester, the pretest score had not yet reached the advanced level, while in the posttest there were 9 testers who reached the advanced score.

INTEGRATION OF PEGON ARABIC ORTHOGRAPHIC LEARNING IN GORONTALO'S LOCAL WISDOM-BASED CURRICULUM: A NEEDS ANALYSIS Ibnu Rawandhy N. Hula; Ana Mariana
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 12 No 2 (2024): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v12i2.6098

The Orthography of Arab Pegon in Gorontalo is very important to study, but it has not yet been integrated into the curriculum based on local cultural wisdom. This research aims to answer three questions: (1) How is the analysis of students' needs related to difficulties in learning Arab Pegon Orthography in the context of local wisdom? (2) How is the evaluation of educational institutions' readiness to implement Arab Pegon Orthography in a curriculum based on local wisdom? (3) What are the strategic recommendations for integrating Arab Pegon Orthography into the curriculum of educational institutions in Gorontalo? The research method uses a mixed approach, with data collected through surveys, interviews, and observations. The sample consists of 50 students, 20 teachers, and 5 managers of pesantren in Gorontalo. The results of the study show that the evaluation data on the difficulties of teaching Arab Pegon Orthography in Gorontalo are not normally distributed, necessitating non-parametric statistical methods through the Kruskal-Wallis test, which indicates no significant differences among the indicators of Fluency, Pronunciation, Writing, and Comprehension, suggesting that the performance among groups is relatively similar. The Mann-Whitney U Test comparison shows that Hubulo excels if there are significant differences. The evaluation of institutional readiness shows that 60% have adequate infrastructure, while 40% need improvement and 60% of institutions have competent teachers. Strategic recommendations include (1) curriculum integration with local wisdom, (2) regular training for teachers, (3) partnerships with higher education institutions, and (4) the use of technology in learning, aimed at addressing challenges and enhancing students' love for reading, writing, and understanding the Orthography of Arab Pegon in Gorontalo.

INTEGRATION OF PEGON ARABIC ORTHOGRAPHIC LEARNING IN GORONTALO'S LOCAL WISDOM-BASED CURRICULUM: A NEEDS ANALYSIS Ibnu Rawandhy N. Hula; Ana Mariana
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 12 No 2 (2024): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v12i2.6098

The Orthography of Arab Pegon in Gorontalo is very important to study, but it has not yet been integrated into the curriculum based on local cultural wisdom. This research aims to answer three questions: (1) How is the analysis of students' needs related to difficulties in learning Arab Pegon Orthography in the context of local wisdom? (2) How is the evaluation of educational institutions' readiness to implement Arab Pegon Orthography in a curriculum based on local wisdom? (3) What are the strategic recommendations for integrating Arab Pegon Orthography into the curriculum of educational institutions in Gorontalo? The research method uses a mixed approach, with data collected through surveys, interviews, and observations. The sample consists of 50 students, 20 teachers, and 5 managers of pesantren in Gorontalo. The results of the study show that the evaluation data on the difficulties of teaching Arab Pegon Orthography in Gorontalo are not normally distributed, necessitating non-parametric statistical methods through the Kruskal-Wallis test, which indicates no significant differences among the indicators of Fluency, Pronunciation, Writing, and Comprehension, suggesting that the performance among groups is relatively similar. The Mann-Whitney U Test comparison shows that Hubulo excels if there are significant differences. The evaluation of institutional readiness shows that 60% have adequate infrastructure, while 40% need improvement and 60% of institutions have competent teachers. Strategic recommendations include (1) curriculum integration with local wisdom, (2) regular training for teachers, (3) partnerships with higher education institutions, and (4) the use of technology in learning, aimed at addressing challenges and enhancing students' love for reading, writing, and understanding the Orthography of Arab Pegon in Gorontalo.

DEVELOPMENT ARTIFICIAL INTELLIGENCE (AI)-BASED PERFORMANCE AND BEHAVIOR MEASURES FOR CLASSROOM TEACHING AND MANAGEMENT Sukardi Ismail; Arten Mobonggi; Ibnu Rawandhy N. Hula; Ana Mariana
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 11 No 2 (2023): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v11i2.6980

This research aims to develop artificial intelligence (AI)-based teaching performance and behavior measures to support classroom learning evaluation and management. Using a Research and Development (R&D) approach based on Design-Based Research (DBR), this research was conducted at the Faculty of Tarbiyah and Teacher Training (FTIK) IAIN Gorontalo through four stages: needs analysis, initial model design, limited trials, and improvement evaluation. Data was collected through classroom observations, audio-visual recordings, learning activity logs, and interviews with lecturers and students. The analysis was carried out qualitatively and computationally with pattern recognition and learning analytics techniques using multimodal data. The results of the study produced an annotated audio-visual dataset and a prototype of the Teacher Trainer Dashboard that is able to display indicators of teaching behavior visually, including teacher movements, speech styles, and interaction patterns in the classroom. Initial evaluations by eight researchers showed a positive response to the intuitive and non-judgmental design. This system is considered to be able to support teachers' professional reflection through objective and real-time feedback, without replacing the primary role of educators. Thus, the development of AI-based performance and behavioral measures contributes to the improvement of teacher professionalism and the application of ethical, adaptive, and evidence-based learning analytics in the Islamic education environment.

FROM LOCAL HEALING TO GLOBAL READABILITY: EWTC AND MULTI STAKE HOLDER COLLABORATION FOR EMERGING WELLNESS TOURISM DESTINATIONS Dahlia Husain; Nirwanto Ma'ruf; Ana Mariana; Yumanraya Noho
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.195

This study examines how English for Wellness Tourism Communication (EWTC) and multi-stakeholder collaboration contribute to transforming Gorontalo’s local healing practices into globally readable wellness tourism narratives. Positioned within the growing discourse on wellness tourism and English for Specific Purposes (ESP), the research addresses a critical gap in communication competence among emerging destinations seeking international visibility. Using a sequential explanatory qualitative design, data were collected through semi-structured interviews and focus group discussions involving government representatives, tourism businesses, community-based providers, and an expert validation panel. Thematic analysis identified recurring communication barriers, including limited wellness-specific vocabulary, weak cultural storytelling, inconsistent digital messaging, and low English-speaking confidence. Based on these findings, the study developed and validated a structured EWTC competency framework covering genre chains across the tourist journey, ethical messaging, intercultural explanation strategies, and digital promotion skills. The results demonstrate that improved clarity, cultural interpretability, transparency, and coordinated stakeholder messaging significantly strengthen destination image formation and global trust. The study contributes theoretically by positioning wellness tourism as a specialized ESP domain and practically by offering a context-sensitive communication model for community-based destinations. These findings highlight that global readability is not merely linguistic simplicity but a multidimensional construct linking language, ethics, culture, and collaboration in sustainable wellness tourism development.

I PREFER TO STAY SILENT”: STUDENTS’ NARRATIVES OF TEACHER DOMINANCE IN ELT CLASSROOM Bahar; Dahlia Husain; Ana Mariana
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.117

Speaking is frequently positioned as the most visible indicator of success in English as a Foreign Language (EFL) learning, yet many Indonesian classrooms still show minimal student oral participation even in higher education. This study explores how learners narrate teacher power in EFL speaking lessons and how these interactional patterns shape psychological barriers that ends up in classroom silence. Using an interpretive qualitative design, the research was conducted at Fajar University, Indonesia. Unstructured, in-depth interviews were conducted in Indonesian with ten EFL students and one English lecturer to reduce language constraints on disclosure. Data were analyzed through iterative thematic coding, constant comparison, and theme refinement. The study revealed that power enactments were linked to four mutually reinforcing consequences: lowered speaking self-confidence, heightened fear of negative evaluation and punishment, weakened motivational intensity, and boredom-driven disengagement. Under such conditions, silence operated less as evidence of inadequate linguistic competence than as a rational strategy of self-protection within a high-risk, low-reward communicative environment. The study contributes a student-centered account of how everyday classroom routines operationalize power in speaking instruction and suggests that transforming authority from coercive control to supportive guidance is crucial for fostering willingness to communicate. Pedagogical implications include face-sensitive feedback, expanded wait time and turn allocation, negotiated topics, and psychologically safe participation norms to sustain ongoing speaking engagement for learners.

Algospeak: The Evolution of Language in the Age of Social Media in Indonesia: Algospeak: Evolusi Bahasa di Era Media Sosial di Indonesia Lamsike Pateda; Ibnu Rawandhy N. Hula; Ana Mariana
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i3.3013

Background: The rapid expansion of digital platforms has given rise to new linguistic practices, including algospeak, a creative strategy used by users to circumvent algorithmic moderation. Purpose: This study examines the morphological patterns, social functions, and broader implications of algospeak in Indonesian social media. Method: Employing a qualitative descriptive approach with a digital sociolinguistic case study design, the research analysed 500 posts collected purposively from Twitter (X), TikTok, and Instagram during 2023–2025. Data were gathered through digital documentation and screened based on linguistic relevance. Analytical procedures combined morphological analysis, sociolinguistic interpretation, and critical discourse analysis, while validity was ensured through triangulation of sources and theories, peer debriefing, and limited member checking. Results and Discussion: The findings reveal four dominant morphological strategies: phonological/orthographic substitution, abbreviation and acronyms, blending and hybridisation, and euphemism/metaphor. These patterns demonstrate that algospeak functions not only as a technical tactic to avoid censorship but also as a form of humour, solidarity, and community identity. Beyond describing linguistic forms, the study contributes to bridging a gap in digital sociolinguistics by highlighting a non-Western perspective and showing how morphology operates as a site of resistance and adaptation to algorithmic control. Conclusions and Implications: algospeak reflects the dynamic interaction between human creativity and technological governance, underscoring the need to rethink keyword-based moderation and integrate digital language practices into literacy and education. Future research should expand toward multimodal analysis and cross-linguistic comparison to better capture the global evolution of language in algorithm-driven environments.

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