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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) IJEE (Indonesian Journal of English Education) Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Englisia Journal Jurnal Ilmiah Peuradeun Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Al-Hasanah : Jurnal Pendidikan Agama Islam Journal Of Academia In English Educations (JADEs) Studies in English Language and Education Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Indonesian Journal of Early Childhood Educational Research Jurnal Pendidikan Nusantara JIEELT Englisia
Safrul Muluk
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Social Enclosure And L2 English Attrition In Acehnese Returnees Fatayatul Hanani Safrul; Safrul Muluk
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 1 (2025): Journal of Innovation in Education and Language Teaching
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/65fzpg74

Abstract

This study examines the phenomenon of social enclosure and its relationship with second language (L2) English attrition among Acehnese returnees. Social enclosure refers to the limited interaction within close-knit local communities, which may reduce opportunities for sustained use of English after returning from abroad or other English-speaking environments. The research aims to analyze how reduced exposure, shifting social networks, and reintegration into local linguistic contexts contribute to the decline of English proficiency. A qualitative approach was employed, involving in-depth interviews and language use observations among Acehnese individuals who had previously acquired English as a second language. The findings reveal that strong reliance on the local language, minimal communicative need for English, and sociocultural adaptation significantly accelerate language attrition. Additionally, identity realignment and community expectations further discourage the active use of English in daily interactions. The study highlights the importance of maintaining language practice environments and supportive communities to mitigate L2 attrition. These findings contribute to broader discussions on language maintenance, sociolinguistics, and post-mobility language dynamics in multilingual societies
The Flipped Classroom Model and Its Impact on EFL Students' Writing Performance and Critical Thinking Dispositions: A Mixed-Methods Study Safrul Muluk; Syamsul Bahri; Dase Erwin Juansah; Maskur; Fatayatul Hanani Safrul
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14448

Abstract

This mixed-methods study investigated the effects of a flipped classroom model on writing performance and critical thinking dispositions among EFL learners. Seventy-four third-year English language teaching students from a university in Indonesia participated in a 14-week quasi-experimental design, with 38 students in the flipped experimental group and 36 in a traditional control group. Data sources included pre- and post-intervention writing samples scored using IELTS band descriptors, the California Critical Thinking Disposition Inventory (CCTDI), semi-structured interviews, and reflective journals. Quantitative analyses revealed significantly larger gains for the experimental group in both writing (mean increase of 1.47 bands versus 0.53, Cohen's d = 0.99) and overall critical thinking dispositions (mean gain of 31.81 points versus 8.52, Cohen's d = 1.07). Subscale analysis showed the largest effects for Truth-seeking, Analyticity, and Confidence in reasoning, with more modest gains for Systematicity and Inquisitiveness. Four themes emerged from qualitative analysis: the cognitive affordance of pre-class preparation, reconceptualization of writing as thinking, social production of thought through peer interaction, and dispositional shifts as identity work. Findings suggest flipped environments can foster both writing development and critical thinking dispositions, though effects vary considerably across learners. The study contributes to understanding mechanisms underlying flipped learning while highlighting the importance of attending to individual differences and the social dimensions of cognitive development.
The impact of teacher professional education program on improving teacher competences in Indonesia: A comparative study Safrul Muluk; Azmil Hasan Lubis
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.172

Abstract

This study examines the effect of the Teacher Professional Education Program (Program Pendidikan Profesi Guru, or PPG) on enhancing teacher competency in Indonesia. A quantitative approach was employed using a quasi-experimental design, comprising both experimental and control groups. The study population consisted of teachers across Indonesia, with the sample drawn from teachers in North Sumatra and Aceh Provinces through cluster random sampling. Observational techniques were utilized for data collection to ensure objective measurement of teacher competency. Descriptive statistical analysis revealed that the experimental group achieved a higher mean competency score compared to the control group, indicating superior performance among PPG participants. Furthermore, inferential analysis using an independent sample t-test yielded a significance value of less than 0.05 (p < 0.05), demonstrating a statistically significant difference in competency levels between teachers who had participated in the PPG program and those who had not. Based on these findings, it is concluded that the Teacher Professional Education Program exerts a significant positive effect on improving teacher competency in Indonesia. The program is therefore demonstrated to be an effective intervention for enhancing professional competence among Indonesian teachers. These results carry important implications for educational policy, suggesting that continued investment in PPG may contribute substantially to elevating national educational quality.
PELAKSANAAN MUATAN LOKAL KURIKULUM ACEH PADA SMA SESUAI PERATURAN GUBERNUR ACEH NOMOR 7 TAHUN 2022 Muhammad Yani Muhammad Yani; Safrul Muluk Safrul Muluk; Silahuddin Silahuddin; Eka Mayasari Eka Mayasari
Jurnal Pendidikan Nusantara Vol. 9 No. 2 (2024): Jurnal Pendidikan Nusantara (Juni-September)
Publisher : lembaga Sepercenter

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Aceh Governor's Regulation (Pergub) Number 7 of 2022 is an important guideline for implementing the Acehnese curriculum related to local content (Mulok) in high school (SMA) in Aceh. This local content aims to maintain and introduce Acehnese culture to the younger generation, as well as increase the knowledge and skills of students that are relevant to the local context, in this case in accordance with Government Regulation Number 7 of 2022 specifically regarding Mulok PAI. The purpose of this research is to find out about the Mulok PAI problem policy, the strategy for increasing PAI hours, and the local content curriculum model in high school. The method used in this research uses a qualitative descriptive approach with a case study approach. Data collection techniques through observation, interviews, and documentation. The analysis technique includes stages of data collection, data reduction, data presentation, and drawing conclusions. Results The research results show that: Implementation of Mulok PAI in secondary schools in Aceh, especially in SMAN 1 Peukan Bada, SMAN 1 Darul Imarah and SMAN 10 Fajar Harapan Banda Aceh Curriculum planning, especially at SMAN 1 Peukan Bada, SMAN 1 Darul Imarah and SMAN 10 Fajar Harapan Banda Aceh have not yet prepared a mature curriculum plan, there is a gap with the national curriculum which generally uses standard content from the madrasah curriculum in accordance with the field of study in the masdrasah. The implementation of the curriculum related to the Aceh curriculum with local content is no different at all from the implementation of the national curriculum as with other subjects in schools. The evaluation of the curriculum related to the Aceh curriculum with local content is also no different at all from the implementation of the national curriculum as with other subjects in schools.
Development of an Augmented Reality-Based Body Parts Concept Book for Early Childhood Tria Meidiana Tria; Dewi Fitiani; Umar bin Abd Aziz; Safrul Muluk
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16872

Abstract

Introducing body parts is an important basic concept for early childhood; however, the available learning media are still dominated by two-dimensional images that are less interactive. This study aimed to develop and examine the feasibility of an Augmented Reality (AR)-based body parts concept book integrating three-dimensional (3D) object visualization and interactive audio in accordance with the learning characteristics of early childhood. The novelty of this study lies in the integration of marker-based AR, full-body 3D visualizations, and learning activities within a single concept book specifically designed for children aged 4–5 years. This study employed a Research and Development (R&D) method using the ADDIE model. The research subjects consisted of 17 children aged 4–5 years at TKIT Baitushalihin Banda Aceh. The research instruments included expert validation sheets (material and media experts) and children’s response observation sheets. Data were analyzed using quantitative descriptive percentage analysis and qualitative descriptive analysis. The results showed that the validation by material experts and media experts reached 100% (very feasiable). Children’s responses in the small-group trial (n=8) obtained a percentage of 91.25% (very feasiable), while the large-group trial (n=17) obtained 80.88% (feasiable). These findings indicate that AR media can support children’s attention, engagement, and understanding of body parts concepts through more concrete visual and auditory experiences. Therefore, the developed media is appropriate to be used as an innovative alternative in early childhood learning, although further effectiveness testing using an experimental design is still needed.
Building Digital Pedagogical Expertise in Online and Flipped Learning: Insights from a Visiting Scholar Experience Effendi Limbong; Ita Irawati; Ben Wadham; Safrul Muluk; Suryanto Suryanto; Muhammad Efflin Rizqallah Limbong
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2483

Abstract

The increasing adoption of online and flipped learning in higher education has focused primarily on student outcomes, leaving limited understanding of how educators develop digital pedagogical expertise through direct engagement with these instructional models. This study examined how a visiting scholar engaged in online and flipped learning practices, the dimensions of digital pedagogical expertise that emerged, and the contextual factors shaping this development. Using a qualitative phenomenological design, the study explored the experiences of a visiting lecturer at an Australian public university over one academic semester, complemented by learner perspectives from a postgraduate student. Data were collected through artifact analysis, non-participant observations, reflective journals, and semi-structured interviews, and analyzed using thematic analysis. The findings revealed that professional learning occurred through guided participation in integrated online–flipped instructional ecosystems, leading to the development of key competencies, including instructional transparency, guided autonomy, and multimodal feedback practices. The study also highlighted the significant role of institutional infrastructure, cultural expectations, and learning environments in mediating this process. This study concluded that digital pedagogical expertise was developed through structured experiential participation within authentic teaching contexts, rather than through technical training alone, offering important implications for faculty development and the design of digital pedagogy in higher education.
Sustainability integration in EFL curricula: Evidence from Indonesian and Malaysian Universities Jarjani Usman; Astri Yulia; Abd Razak Zakaria; Safrul Muluk; Kemal Kurnia Hasan; Jana Safira Jarjani
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.41046

Abstract

This study investigates the integration of the 17 Sustainable Development Goals (SDGs) in English as a Foreign Language (EFL) curricula within Indonesian and Malaysian universities. Specifically, it examines how SDGs are represented in EFL curricula, how EFL lecturers perceive the integration of SDGs, and how they implement SDG-related content in their teaching practices. Drawing on Bronfenbrenners (2000) Ecological Systems Theory (EST), a qualitative narrative inquiry was employed, using document analysis of course outlines, lecture slides, and materials, and assessments, as well as semi-structured interviews with nine EFL lecturers from four universities. Course documents were analyzed using content analysis to examine SDG integration in the curricula, while interview transcripts were thematically analyzed, coded, and mapped onto ESTs microsystem and mesosystem levels. The content analysis of syllabi and course materials showed limited and inconsistent references to SDGs, with few explicit outcomes, activities, or assessments. Microsystem analysis showed all nine lecturers valued integrating SDGs in EFL to build students knowledge, skills, and attitudes; whereas, mesosystem data indicated the SDG implementation was driven mainly by individual initiative, with only sporadic program- or campus-level support. The nine lecturers also reported a mix of course-embedded activities and co-/campus initiatives to integrate SDGs. To move beyond ad hoc efforts, universities should embed the SDGs in learning programs and learning outcomes, provide SDG-ready materials and assessment rubrics, fund professional development, and offer rewards and incentives for supporting consistent integration.
Transforming the Role of LAMDIK in Quality Assurance of Islamic Higher Education in the Global Era Buhori Muslim; Jailani Jailani; Nurullah Nurullah; Tarmizi Ninoersy; Safrul Muluk; M. Ridha; Tabrani ZA
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 5 No. 1 (2026): Integrative Islamic Education Management
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v5i1.147

Abstract

This study discusses the transformation of the role of the Independent Education Accreditation Agency (IEAA/LAMDIK) in ensuring the quality of education study programmes at Islamic Higher Education Institutions (IHEI/PTKI) in the global era. This study stems from the need for reform in the quality of Indonesian higher education amid the challenges of globalisation, digitalisation, and the demands of 21st-century competencies. LAMDIK serves as an independent accreditation agency that plays a strategic role in ensuring external quality, replacing the role of National Accreditation Agency for Higher Education (NAA-HE/BAN-PT) for education clusters, with a new paradigm of accreditation based on Outcome-Based Education (OBE). The objectives of this study are to describe the transformation of LAMDIK's role, analyse the implementation of outcome-based accreditation policies, and identify the challenges faced by PTKI in the accreditation process. The method used is a multi-case qualitative approach involving three PTKIs: Universitas Islam Negeri (UIN) Ar-Raniry Banda Aceh, Universitas Islam Negeri (UIN) North Sumatra, and Sekolah Tinggi Agama Islam (STAI) Aceh Tamiang. Data were collected through in-depth interviews, observations, and documentation studies, and analysed using the Miles, Huberman & Saldana model. The study results show that LAMDIK has undergone a paradigmatic transformation in policies, instruments, and the accreditation process, from a compliance-based system to a performance- and achievement-based system. LAMDIK acts as a quality regulator, facilitator of a culture of quality, and catalyst for change in academic governance at PTKI. However, challenges remain, such as limited human resources, digital literacy, and the integration of Islamic epistemology into accreditation instruments. In conclusion, LAMDIK has become an agent of transformation in the quality of higher education in PTKI, which assesses administrative compliance and builds a sustainable quality culture oriented towards global competitiveness.
Co-Authors Abd Razak Zakaria Ahlul Fikri Amiruddin Amiruddin Anjaliani, Lidia ARDIANSYAH ARDIANSYAH Ardiansyah Ardiansyah ariski, yofi Astri Yulia Azmil Hasan Lubis Ben Wadham Buhori Muslim Dase Erwin Juansah Dewi Fitiani Dewi Fitriani Diah Bunga Nastiti Effendi Limbong Eka Mayasari Eka Mayasari Fatayatul Hahani Fatayatul Hanani Safrul Fatayatul Hanani Safrul Furqan Furqan Furqan Furqan, Furqan Habiburrahim Habiburrahim Hanani, Fatayatul Ika Kana Trisnawati Intan Najwa, Annisa Ita Irawati Jailani Jailani Jana Safira Jarjani Jarjani Usman Kania Mayastika Kemal Kurnia Hasan Keumala, Cut Muftia Khairul Azmi Lidia Anjaliani Lukman Hakim M. Ridha Maira Mustiranda Maskur Maskur Maskur Maskur Maskur Mayastika, Kania Muhammad Efflin Rizqallah Limbong Muhammad Safwan Safrul Muhammad Safwan Safrul Muhammad Yani Muhammad Yani Muntasir Sulaiman Muzakki, Muhammad Fajar Nasriyanti Nasriyanti Nurullah Nurullah Qudwatin Nisak M. Isa Rahmi Rahmi Rahmiati, Zainah Ravi, Muhammad Safrul, Muhammad Safwan Saiful Akmal Septiani, Rahmah Silahuddin Silahuddin Silahuddin Silahuddin Siti Faradilla Siti Halimah Siti Rechal Rechal Sulaiman, Muntasir Suryanto Suryanto Suryanto Suryanto Syamsiar, Syamsiar Syamsul Bahri Syarifah Dahliana Tabrani ZA Tarmizi Ninoersy Teuku Zulfikar Titin Arifa Maulida Tria Meidiana Tria Umar bin Abd Aziz Yanis, Fani Rahma Yunisrina Q. Yusuf Zamzami Zainuddin Zamzami Zainuddin, Zamzami Zulfadli A. Aziz, Zulfadli A.