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PENANAMAN NILAI-NILAI KARAKTER MUHAMMADIYAH MELALUI MEDIA DOKAR (DOMINO KARAKTER) PADA ANAK-ANAK PANTI ASUHAN RIDHA KABUPATEN ENREKANG Umiyati Jabri; Putriyani S; Suparman Suparman; Ainun Khumairah; Muh Burhan; Ayultri Ayultri; Lia Sri Nuraeni
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 2 (2022): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v5i2.540-549

This community service was carried out at the Ridha Orphanage, Kab. Enrekang with the target of orphanage children. The expected goal of this PKM activity is the children of the Ridha Orphanage can develop character in the spiritual, emotional, and intellectual fields. The method that will be used in teaching Muhammadiyah character values is divided into several stages, namely: 1) Socialization; 2) Preparation; 3) Implementation; and 4) Evaluation. In addition, the learning process is carried out by applying the following methods: 1) Observation; 2) The fun learning; 3) Picture and picture; and 4) Games. This PKM activity is the children of the Ridha Orphanage need character building activities that are carried out regularly as an effort to form a generation of Muslims who are faithful, devoted, have noble character, are capable, believe in themselves, are disciplined, responsible, love the homeland, promote and develop knowledge and skills, and charity towards the realization of a primary, just and prosperous society that is blessed by Allah SWT which is the goal of Muhammadiyah Education.

Nurturing Writing Confidence: A Case Study on the Effects of Free Writing in an EFL Classroom Erza Delfira; Asbar Asbar; Umiyati Jabri; Ismail Ismail
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 2 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i2.5653

This case study investigates the impact of free writing activities on students' confidence in writing English as a Foreign Language (EFL). Conducted at SMPN 5 Anggeraja with 20 students, the study examines how the integration of free writing influences students' writing confidence, comfort with writing tasks, perceptions of their writing abilities, and reduction in writing anxiety. Data was collected through semi-structured interviews conducted after three free writing sessions, which were observed by the researcher across 16 classroom meetings. The findings revealed that free writing significantly improved students' confidence in writing, as many students felt freer to express their ideas without the pressure of grammatical accuracy. Additionally, the study found that students became more comfortable with writing tasks, with 17 out of 20 students reporting increased engagement in writing activities. Students also reported enhanced perceptions of their writing abilities, with many expressing improved fluency and organization. Furthermore, a majority of students experienced a reduction in writing anxiety, as they began to approach writing tasks with greater ease. These findings suggest that free writing is an effective method for fostering writing confidence and reducing anxiety in EFL classrooms. The study underscores the importance of providing students with opportunities for low-pressure writing activities that prioritize content and self-expression over grammatical accuracy.

Dampak Peer Review dan Lecturer Corrective Feedback pada Kinerja Penulisan Artikel Ilmiah Mahasiswa Umiyati Jabri; Ismail Ismail
Edumaspul: Jurnal Pendidikan Vol 5 No 2 (2021): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v5i2.2182

. The current research is expected to contribute to guiding students' scientific work by providing opportunities for them to correct the lack of understanding when they carry out their research assignments. This study uses qualitative and quantitative approaches (mixed method) which aims to investigate whether the use of peer reviews and lecturer corrective feedback has a positive effect on the performance of writing scientific articles for students as novice writers. Study participants included one class of a total of 18 students in the English Education Department. The Likert scale is used to measure the level of ability and benefits of peer review feedback and lecturer corrective feedback in writing scientific article skills based on student perceptions. The data revealed that the majority of the revisions made by students were the revision of the meaning surface (Meaning-level revisions) of 4258 (72.46%) for 4 times the revision of the draft article. Revisions to the level of change of meaning gradually result in an improvement of the articles as a whole before submitting the final draft of their article. In terms of students' perceptions of the application of peer review and corrective feedback in the learning process, students expressed a positive attitude. This study shows the importance of assessing the peer-review process in writing scientific papers

Academic Integrity: Preventing Students’ Plagiarism with TURNITIN Ismail Ismail; Umiyati Jabri
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i1.5392

The problem of plagiarism in writing scientific articles is intellectual dishonesty and received a lot of attention during this research, and relatively few students understand about plagiarism. A total of 16 respondents from final year students of the English education department involved in this research. The single group pretest-posttest comparative method was used to assess an action to determine the performance gap between the two time periods, before and after the intervention. Student papers were first submitted to measure their level of plagiarism without their knowledge. The results showed that Muhammadiyah Enrekang students practiced plagiarism on average 50.88%. Subsequently, the students were introduced by Turnitin's plagiarism detecting software and advised to examine their writing using software. The learning model intervention is then carried out with development training. The results showed that the average level of plagiarism among students decreased by 18.81%. In terms of students' perceptions of using Turnitin as a standard way of submitting their final assignments and to get feedback, the overall student reaction to the system used was positive. To avoid plagiarism, a more systematic approach should be taken by the University towards the problem of academic dishonesty, and in particular by students for the specific reasons why they practice plagiarism.

Revolutionizing English Vocabulary Learning: Harnessing the Power of TikTok Videos Umiyati jabri; Nurwahida Nurwahida; Ismail Ismail; Hasan Hasan
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.7920

The study on Revolutionizing English Vocabulary Learning: Harnessing the Power of TikTok Videos aims to determine whether the TikTok app can help seventh grade students at SMPN 4 Enrekang enhance their English vocabulary. The research methodology employed is experimental research, with the design being a quasi-experimental design, specifically the Pretest-Posttest Control Group design. It involves two variables: the independent variable (vocabulary) and the dependent variable (TikTok). Based on the average scores, the pretest results for the control class were 21.33, and for the experimental class, 21.86. The posttest scores showed an increase, with the control class averaging 53.87 and the experimental class 61.87. From these results, it is evident that there is a difference in the average learning outcomes between the control and experimental classes of 8.00, indicating that learning outcomes through the use of TikTok videos are higher than those achieved using the lecture method. The results of the study, conducted with seventh grade students at SMP Negeri 4 Enrekang, conclude that TikTok videos are effective in increasing students' English vocabulary. This conclusion is based on the results of the independent sample t-test calculation, where the calculated t-value is greater than the t-table value (2.362 > 2.010) and the significance value is less than 0.05 (p = 0.022 < 0.05). Therefore, it can be concluded that there are significant differences in the English vocabulary acquisition outcomes between students in the experimental and control classes of the seventh grade.

Students’ Perceptions on Interactive eBook with Self-Directed Learning Approach Ita Sarmita Samad; Umiyati Jabri; Ismail Ismail; Muawal Al As'ary
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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

Penggunaan eBook interaktif dalam proses pembelajaran di era digital saat ini dianggap mampu memberikan dukungan positif terhadap peningkatan kemampuan akademik siswa. Para akademisi berlomba-lomba mengembangkan eBook interaktif di bidangnya sebagai salah satu upaya pembaruan dan peningkatan kualitas belajar mengajar. Salah satunya adalah pengembangan buku elektronik di Unviersitas Muhammadiyah Enrekang berupa buku ajar interaktif Bahasa Inggris dasar untuk mahasiswa Non Pendidikan Bahasa Inggris. Penelitian ini bertujuan untuk mengidentifikasi persepsi pengguna (mahasiswa) terhadap penggunaan eBook tersebut khususnya dalam meningkatkan kemampuan menyimak Bahasa Inggris. Penelitian ini menggunakan desain penelitian kuantitatif dengan metode survei. Instrumen yang digunakan untuk mengumpulkan data adalah kuesioner. Data yang dikumpulkan terdiri atas 4 kategori yakni, perasaan mahasiswa terhadap penggunaan eBook, manfaat eBook, kekurangan eBook, dan karakter SDL. Terdapat 189 siswa sebagai sampel dalam penelitian ini yang dipilih menggunakan teknik total sampling. Hasil penelitian menunjukkan bahwa para siswa senang menggunakan eBook dan oleh karena itu mereka berpikir bahwa eBook dapat membantu mereka memperluas kosakata dan pemahaman mereka. Selain itu, eBook interaktif dapat mengembangkan kemampuan belajar mandiri mereka. Namun kekurangan dari penggunaan eBook ini yaitu dapat menghabiskan kuota internet cukup banyak.

Enhancing Quality Education Through Cooperative Learning in Remote Area Mustakim Mustakim; Ita Sarmita Samad; Umiyati Jabri; Ismail Ismail; Elihamid Elihamid
Ta'dib Vol 28 No 1 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i1.14950

Access to quality education in remote areas remains a global challenge, particularly in achieving Sustainable Development Goal 4 (SDG 4). This study explores the effectiveness of cooperative learning strategies in addressing educational disparities faced by students in rural communities in South Sulawesi, Indonesia. A qualitative approach was employed, involving semi-structured interviews with 12 teachers and 24 students from four public junior and senior high schools in isolated mountainous villages. Classroom observations were also conducted to triangulate the data. Thematic analysis revealed that cooperative learning enhanced studentsÔÇÖ critical thinking, encouraged active participation, and improved peer collaborationÔÇöespecially when supported by teacher facilitation, culturally relevant materials, and low-tech group projects. However, challenges such as limited access to learning materials, unstable electricity, and language diversity emerged as barriers. Students shared that working in groups helped them ÔÇ£grasp difficult topicsÔÇØ and ÔÇ£build confidence to express opinions.ÔÇØ The study underscores the potential of cooperative learning to reduce educational inequality in under served regions, while also highlighting the need for longitudinal research on the integration of emerging technologies such as AI and VR in remote settings. The findings provide practical recommendations for educators, policymakers, and stakeholders committed to inclusive and sustainable rural education aligned with SDG 4.

Enhancing Student Engagement and Critical Thinking through the AERO Staged Pedagogy in EFL Higher Education Umiyati Jabri; Ismail ismail; Ita Sarmita Samad
Majesty Journal Vol. 7 No. 2 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i2.6

This study investigates the implementation of the AERO (Activation → Exploration → Reflection → Outcome) framework as a staged pedagogy to enhance student engagement and critical thinking skills among English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Enrekang, Indonesia. Employing a mixed-method design with a pre-experimental one-group pretest–posttest approach, the research involved 22 undergraduate students enrolled in an academic writing course. Quantitative data were collected through a student engagement questionnaire and a critical thinking test adapted from the Watson–Glaser Critical Thinking Appraisal (WGCTA), while qualitative data were obtained from classroom observations and focus group discussions (FGD). Results revealed moderate to high engagement across cognitive, affective, and behavioral dimensions, supported by qualitative evidence of increased participation, motivation, and collaboration during the staged activities. Although the improvement in critical thinking test scores (M_pre = 3.73; M_post = 4.27) was not statistically significant (p > .05), qualitative findings demonstrated notable cognitive shifts toward analytical, evaluative, and reflective reasoning. The AERO stages fostered progressive scaffolding, transferring learning responsibility from teacher to student while promoting reflective, evidence-based argumentation. Theoretically, this study contributes to EFL pedagogy by linking three engagement dimensions with four critical thinking subskills within a coherent process model. Practically, AERO offers a replicable design framework for fostering student-centered learning, reflective inquiry, and critical literacy in EFL classrooms. Recommendations for future research include extending the intervention period and exploring AERO’s application in digital or hybrid learning contexts.

Artificial Intelligence for Educ-AI-tion: AI Integration on Scientific Writing Strategies in Lecturer Training Programs Ismail Ismail; Umiyati Jabri
Majesty Journal Vol. 6 No. 1 (2024): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.35

The use of artificial intelligence (AI) in the context of education has become an increasingly relevant topic in the modern era. This study aims to explore the integration of AI into lecturer training programs at Universitas Muhammadiyah Enrekang, focusing on the development of effective scientific writing strategies. A qualitative approach with a case study design is employed in this research, involving interviews with lecturers and training instructors, observation during training sessions, and analysis of relevant training program documents. The findings highlight the need for AI integration in the development of scientific writing skills, as well as various strategies that can be implemented in training programs. Challenges and opportunities related to this integration are also identified. This study contributes to understanding the importance of AI usage in education and the professional development of lecturers, particularly at Universitas Muhammadiyah Enrekang.

Deep Learning-Assisted Feedback in Academic Writing: Effects on EFL Students’ Revision Skills Umiyati Jabri; Elihami Elihami; Ita Sarmita Samad; Ismail Ismail
Majesty Journal Vol. 8 No. 1 (2026): Technology Mediated Langauge Learning, Teaching and Assessment
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v8i1.44

Background: The increasing use of artificial intelligence in higher education has expanded the role of deep learning-assisted feedback in academic writing instruction, particularly in EFL contexts. Although prior studies have shown its potential to improve writing performance, limited research has examined how such feedback influences revision skills through student engagement and digital literacy, especially in regional higher education settings. Purpose: This study investigated the effect of deep learning-assisted feedback on EFL students’ revision skills in academic writing, the revision types most influenced by the feedback, and its contribution to the improvement of writing quality. Methods: A quantitative correlational design was employed involving 22 undergraduate students in an academic writing course at Universitas Muhammadiyah Enrekang, Indonesia. Data were collected through questionnaires, revision coding of students’ drafts, and writing quality scores before and after revision. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), supported by descriptive statistics of revision types and writing improvement. Results: The findings showed that deep learning-assisted feedback had a positive and significant direct effect on revision skills and an indirect effect through student engagement. Digital literacy also strengthened the relationship between feedback and engagement. Surface-level revision was the most frequent type of revision, followed by meaning-level and structural revision. In addition, students’ writing quality improved substantially after the revision process, as indicated by the increase from a mean pre-revision score of 64.64 to a mean post-revision score of 84.00. Conclusion: Deep learning-assisted feedback contributed positively to EFL students’ revision skills and writing quality. Its effectiveness was enhanced by student engagement and digital literacy, suggesting that AI-assisted feedback can function as a meaningful pedagogical support in academic writing, particularly in emerging regional higher education contexts.

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