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All Journal Journal of Education and Learning (EduLearn) QIJIS (Qudus International Journal Of Islamic Studies) JURNAL TAPIS JURNAL PEDAGOGY Dinamika Ilmu Indonesian Journal of Islamic Literature and Muslim Society Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Pedagogy : Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching DINAMIKA ILMU: Jurnal Pendidikan Akademika : Jurnal Pemikiran Islam SETARA: Jurnal Studi Gender dan Anak Heritage of Nusantara: International Journal of Religious Literature and Heritage Al-Qalam: Jurnal Kajian Islam Dan Pendidikan LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Dedi Irwansyah
Sekolah Tinggi Agama Islam Negeri (STAIN) Jurai Siwo Metro
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Teaching English at Indonesian Islamic Higher Education: An Epistemological Perspective Irwansyah, Dedi
Dinamika Ilmu Vol 18 No 1 (2018): Dinamika Ilmu, 18(1), June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (353.686 KB) | DOI: 10.21093/di.v18i1.1120

Abstract

English Language Teaching (ELT) practices are strongly underpinned by an epistemological view. Different beliefs on what constitute as sources of knowledge and methods of knowledge acquisition bring about different instructional implications. The case is true within the context of ELT at Indonesian Islamic higher education where the desired goals of the English teaching are not only for mastering language skills and pedagogy but also for strengthening Islamic faith and nurturing virtuous action. This research, therefore, aims to provide a description of how the decision makers and ELT practitioners at the Islamic higher education view the Islamic epistemology conceptually and practically. It addresses an attitude toward the epistemological contestation between Islam and West, as well as the strategies of integrating Islamic epistemology into English language instruction. A case study with a qualitative technique of data collection was conducted. Four decision makers, with a formal educational background of Islamic epistemology, and three ELT practitioners were involved as the research participants. The findings show that: First, ELT has its roots in Quranic revelation and prophetic tradition. Second, the Islamic epistemology and the Western epistemology ought to be interconnected rather than to be put within a contestation framework. Third, the Islamic epistemology should be integrated, explicitly or implicitly, into the curriculum, teaching materials, classroom scenario, assessment, academic atmosphere, and research policy. It is recommended that ELT practitioners responsibly explore the notion of Qur'an as the basis of linguistics and language pedagogy, and creatively accommodate the issues of locality and particularity into their instructional activities.
Analisis Kesulitan Pembelajaran Kitab Fiqih: Studi Kasus di Pondok Pesantren Hidayatul Qur’an Batanghari Lampung Timur Suseno, Nugroho Noto; Irwansyah, Dedi; Syukron, Buyung; Ardiyansyah, Ahmad; Fitriyah, Fitriyah
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 1 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i1.3808

Abstract

This study aims to (1) identify the various difficulties experienced by students in learning the Fiqh Book, and (2) analyze the factors causing these difficulties and the efforts made by the council of ustadz in teaching the Fiqh Book (Mabādi’ul Fiqhiyyah) at the Hidayatul Qur'an Islamic Boarding School, Batanghari, East Lampung. This study uses a qualitative approach with a case study method as a type of field study. The study results indicate that students experience difficulties in learning the Fiqh Book in terms of reading Arabic texts, understanding the material, and low interest and motivation to learn. This failure is caused by internal factors such as physical and psychological conditions, learning styles and attitudes, and lack of concentration; external factors such as educational background, teaching methods, and social interaction. The efforts of the ustadz in overcoming this include providing additional lessons, enriching Arabic language understanding, practicing reading bare and pegon Arabic texts, personal motivation, and periodic learning evaluations. In addition, the active involvement of students in the learning process also contributes to overcoming learning obstacles. Students actively asking questions, discussing, and showing learning initiatives tend to experience increased understanding. The implications of this study emphasize the importance of synergy between the teaching strategies of the ustadz and the active participation of the students in creating an effective Fiqh learning process in the Islamic boarding school environment.
POTRET KEPEMIMPINAN PEREMPUAN DALAM NOVEL GAJAH MADA BERGELUT DALAM KEMELUT TAKHTA DAN ANGKARA Irwansyah, Dedi
Jurnal Studi Gender dan Anak Vol 2 No 01 (2020): SETARA: Jurnal Studi Gender dan Anak
Publisher : Center of Gender Studies and Child of State Islamic Institute of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/jsga.v2i01.1969

Abstract

Aspek sejarah kerajaan nusantara yang patriarkal jarang dijadikan bahan diskusi terkait isu kepemimpinan perempuan. Fakta bahwa ada perempuan seperti Putri Shima dan Dyah Wiyat di tahkta kerajaan adalah sebuah isu yang layak dibahas. Penelitian ini bertujuan memerikan pribadi pemimpin perempuan di kerajaan Majapahit bernama Dyah Wiyat; faktor-faktor yang mempengaruhi kepemimpinannya; dan transformasi individual serta sosial yang dialaminya. Data penelitian bersumber dari novel historis berjudul Gajah Mada Bergelut dalam Kemelut Takhta dan Angkara yang ditulis oleh Langit Kresna Hariadi. Data diolah melalui langkah-langkah teknik analisis isi, yaitu pembacaan heuristik untuk menyingkap manifest content dan pembacaan hermenutik untuk mendapatkan latent content. Hasil penelitian menunjukkan bahwa meski aspek gender merupakan pertimbangan utama untuk menjadi pemimpin tertinggi kerajaan, terdapat kondisi yang memungkinkan perempuan untuk memimpin takhta. Kerajaan nusantara tidak menerapkan ideologi patriarkal absolut sehingga memungkinkan diterimanya kepemimpinan perempuan.
THE VOICE OF ELT STUDENTS AT ISLAMIC COLLEGE ON ACADEMIC LIFE IRWANSYAH, DEDI
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 1 (2023): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i1.3880

Abstract

Research shows that student voice might be an influencing factor in the future transformation and innovation of English language teaching (ELT). The voice has long been believed to be an instrument that could provide ELT practitioners and policymakers with meaningful feedback for the betterment of curricula, materials, and classroom practices. However, there are limited discussions exploring ELT student voice in such particular educational contexts as Islamic colleges. This article aims to contribute to our understanding of that rarely discussed voice with a particular focus on: (a) the students‟ best experience as English education students at an Islamic college; (b) the students‟ perceptions related to dress code and exams; and (3) the students‟ self- assessment of English language skills. This study presents a survey study on 278 students in the English language education department at an Islamic college in Lampung province, Indonesia. The data are drawn from a survey consisting of open-ended questions distributed to the respondents at the end of the semester. Data analysis was conducted qualitatively, ranging from preparing and organizing the data to interpreting the meaning of the data in line with the research questions and theoretical review. The findings reveal that among the students' best experiences were the Islamic atmosphere, affordable tuition fees, religious education, professional lecturers, and scholarship availability. The majority of students agreed with the dress code regulation and had problems with cheating on the final examinations. The findings also show that more than half of the respondents are not sure about their English competency. This study offers important implications for English teacher education in Islamic educational contexts.
Teaching English to Young Moslem Learners: Lessons Learned from an Expanding Circle Country Irwansyah, Dedi
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7192

Abstract

A large number of research projects show an increasing interest in exploring English language teaching for young learners. Until recently, however, there has been little discussion about young Moslem learners who learn English in an expanding circle country. The purpose of this study was to provide a rich description related to the distinctive features of English teaching for young Moslem learners and to describe some plausible English teaching steps for learners. Following a case study design, this article explores informal  English teaching involving seventeen young Moslem learners that took place at a mosque located in Lampung province, Indonesia. The researcher played the role of a key instrument who observed and made sense of the teaching process. The findings of the study show that among the noticeable features are dress code and venue, topics, the use of Islamic phrases, and translanguaging. As for the teaching steps, six steps are proposed including opening, performing prayer, storytelling, highlighting high-frequency words, memorizing relevant saying, and closing. This study suggests that the tradition and the linguistic repertoire of the young Moslem learners in the expanding circle country ought to be considered as potential resources to English learning.
Context-responsive pedagogy in English language teaching in Indonesian Islamic boarding schools Madkur, Ahmad; As'ad, Muhammad Syihab; Prayogo, Agus; Sunarwan, Aisyah; Siregar, Syahreni; Harya, Trisna Dinillah; Irwansyah, Dedi
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21085

Abstract

English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semi-structured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
MEANINGFUL ASSESSMENT FOR WRITING AT ISLAMIC UNIVERSITIES Irwansyah, Dedi
Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/gdcfe520

Abstract

The term ‘meaningful’ or ‘authectic’ assessments might be understood variously depending on the charateristics of the learners and the type of educational setting. General universities and Islamic universities are likely to employ the terms differently. It is no secret that an Islamic university seeks to integrate Islamic values into all aspects of its English Language Teaching (ELT) curriculum including writing assessment. The fact that Muslims constitue a vast number of English learner in Indonesia has not yet been adequately supported by assessment procedures designed to guide the English instruction. The assessments in every teaching level is suppossed to be meaningful. To design a meaningful assessment tasks for a writing course in Islamic universities, teachers should consider the growing number of Islamic terms and Islam-related expressions in the field of English language education. The terms and expressions could be integrated into imitative, intensive, responsive, and extensive writings. This paper focuses on meaningful assessment for writing course in Islamic university, an area on which researchers have not conducted adequate analyses.
Co-Authors Agus Prayogo Ahmad Madkur Aisyah Sunarwan Ardiyansyah, Ahmad As'ad, Muhammad Syihab Buyung Syukron, Buyung Dehghani, Sadaf Enizar Enizar, Enizar Fitriyah Fitriyah Haerazi, Haerazi IMAM MUSTOFA Mukhtar Hadi Suseno, Nugroho Noto Syahreni Siregar Trisna Dinillah Harya, Trisna Dinillah Umi Rachmawati Walfajri Walfajri Zuzy Aryanti, Zuzy