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All Journal Ta´dib Tarbawi : Jurnal Ilmu Pendidikan International Conference on Languages and Arts Jurnal Pendidikan dan Konseling IJECA (International Journal of Education and Curriculum Application) At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Sustainable: Jurnal Kajian Mutu Pendidikan Literacy : International Scientific Journals of Social, Education, Humanities Indonesian Journal of Studies on Humanities, Social Sciences and Education
Suhaimi .
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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TEFL Students’ Language Learning Strategies: The Case of One State Islamic Institute in Indonesia Dairabi Kamil; Suhaimi Suhaimi; Rudi Hartono; Aridem Vintoni
Ta'dib: Jurnal Pendidikan Islam Vol 22 No 2 (2017): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v22i2.1641

Abstract

The purpose of this quantitative study was  to examine the language learning strategies of TEFL students at State Islamic Institute of Kerinci. The data were collected through a survey dengan mengunakan the Indonesian version Oxford’s (1990) Strategy Inventory for Language Learning and were analyzed through the Rasch Analysis. The results revealed that metacognitive strategy and social strategy were the most and the least frequently used strategy respectively. Considerable differences existed in the second most frequently used strategy across the variable of gender. For male respondents, it was the compensatory strategy, while for female respondents, it was the affective strategy. In addition, cognitive strategy, the third most frequently used strategy by male respondents, is the last for their female counterparts. The first three most frequently used strategies by male respondents were dominated by the direct type of strategies, while for female respondents these were dominated by the indirect ones. 
INSERTING LOCAL CULTURES IN BUILDING GOOD CHARACTERS: HOW ARE BOTH CULTURE AND CHARACTER IMPLEMENTED IN A HIGHER EDUCATION CONTEXT? Ahmad Jamin; Heri Mudra; Suhaimi .
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

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Abstract

A character building has become the main plan of Kindergarten, Elementary, Junior High, and Senior High Schools. Besides, it is also the main focus in a higher education context such as a college, institute, or university. The character building, in a higher education, has been successfully done by inserting good local cultures as one of influencing factors that affect such character building. The local cultures, including moral values and wisdoms, become predictors of how good characters are formally built. This participatory-observation research studies how such local cultures are implemented in building good characters in a college. The results of this study show that there are at least five ways of inserting such local cultures into the character building, namely: 1) integrating moral values and wisdoms into a lecture preparation (e.g syllabus or teaching materials); 2) being accustomed to implementing local cultures in pre-lecturing, whilst-lecturing, and  post-lecturing activities; 3) integrating such cultures into teaching methods or techniques (e.g think pair share); 4) adjusting such cultures with classroom atmosphere; and 5) combining both culture and character concepts with scientific thoughts.   Keywords: Local cultures, Character Building, Teaching activities, Teaching methods, Scientific thoughts
Age factors: A view of the effect on SLA Suhaimi Suhaimi
Tarbawi : Jurnal Ilmu Pendidikan Vol. 12 No. 1 (2016): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

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Abstract

There are many differences among second language learners. In first language acquisition by children, individual differences (e.g. across genders or the language being learned) are largely overshadowed by striking similarities in terms of natural stages and ultimate attainment. However, in second language acquisition, individual differences have more of an impact on the second language learning process, and their role has thus received considerable attention in recent years. Learners' beliefs and affective factors are likely to have a direct effect on second language learning, but they themselves may be influenced by a number of general factors relating to learners' ability and desire to learn and the way they choose to go about learning. One of those important areas of difference among second language learners is age. We now turn to a discussion of four main effects of age on second language acquisition.
A READING PROGRAMME FOR STUDENTS Suhaimi Suhaimi
Tarbawi : Jurnal Ilmu Pendidikan Vol. 12 No. 2 (2016): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

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Abstract

This article explores reading programs that used by students in learning English System, Inc, and students attitudes towards reading while specifically focusing on the difference in attitudes toward reading between low achieving and high achieving students. In addition, this article describes the reading achievement and the use of the Reader Program.
IMPROVING STUDENTS’ READING INTEREST AND PARTICIPATIONTHROUGH METACOGNITIVE STRATEGY Suhaimi Suhaimi
Tarbawi : Jurnal Ilmu Pendidikan Vol. 13 No. 1 (2017): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

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Abstract

Lack of students’ interest and participation in learning reading at English Department of IAIN Kerinci were caused by two problems. First, low creativity, lack of participation, and low discipline of students in reading. Second, the teacher’s strategy used were lass variety and interactive. So, the students were easy to get bored and reluctant to read. To solve those problems, the researcher conducted the classroom action research by implementing Metacognitive Strategy with fabulous three strategies namely; planning, monitoring, and evaluating. The research results showed that the implementing of Metacognitive Strategy could stimulate students to be participated in reading. Besides that, this strategy increased the students’ interest in reading activities. Based on the result of observation analysis of students reaction, it was found that almost all of students were participated and interested in reading. Those data were also supported by the questionnaire result which was indicated that 80,55% students were interested in reading, and 75,94% students were participated in reading. In conclusion, Metacognitive Strategy could improve students’ interest and participation in reading English text at the third semester students English Department of IAIN Kerinci. Hopefully, the research result could be positive input for other researchers and teachers to conduct the research and teaching program, particularly on reading issue.
THE EFFECT OF READ, ENCODE, ANNOTATE, PONDER (REAP) STRATEGY AND READING INTEREST ON READING COMPREHENSION ACHIEVEMENT Muhammad Fadhli; Suhaimi Suhaimi; Musdizal Musdizal
Tarbawi : Jurnal Ilmu Pendidikan Vol. 13 No. 2 (2017): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

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Abstract

Applying appropriate teaching strategy can give huge contribution to students’ achievement. This study investigated the effects of Read, Encode, Annotate, Ponder (REAP) strategy and reading interest on reading comprehension achievement (RCA) of the third semester students of English study program at IAIN Kerinci by applying experimental research method with factorial design. A questionnaire was distributed to the population to find out their reading interest level. Forty students were divided into Experimental and Control groups equally; they were given reading comprehension test as the pre-test and post-test to measure their RCA. The results indicated that REAP strategy significantly improved students’ RCA. Moreover, although the interaction effect between REAP strategy and reading interest on students’ RCA was not found, the mean difference of the post-test scores from the whole sample indicated that the achievement of High reading interest students were significantly better than Low reading interest students. These results suggest that English teachers should apply various appropriate teaching strategies and monitor students’ reading interest while teaching reading.
Meta-Analysis: The Effectiveness of Using Blended Learning on Multiple Intelligences and Student Character Education During the Covid-19 Period Karlini Oktarina; Suhaimi Suhaimi; Tomi Apra Santosa; Abdul Razak; Irdawati Irdawati; Yuni Ahda; Lufri Lufri; Dwi Hilda Putri
IJECA (International Journal of Education and Curriculum Application) Vol 4, No 3 (2021): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v4i3.5505

Abstract

This study aims to determine the effectiveness of the use of integrated blended learning on multiple intelligences (multiple intelligence) and student character education during the COVID-19 period. This type of research is a meta-analysis research. The research sample came from a search of 21 national and international journals. Search articles through databases sourced from Google Scholar, Eric, IEEE, Science Director and Wiley. The sample selection technique is purposive sampling technique. The data sampled relates to the use of Blended Learning, Multiple Intelligence and character education. Data analysis used quantitative data analysis techniques by conducting effect size and N-Gain tests using JASP software version 26. The results showed that the use of STEM integrated blended learning was effective in increasing students' multiple intelligence with an average value of 76.25 and student character education of 75 with the value of effect size (ES) is 0.44 and the N-Gain is 0.65 category medium.
Pengaruh Model Pembelajaran Problem Based Learning Berbaisis TPACK Terhadap Ketrampilan Literasi Sains Dalam Pembelajaran IPA Siswa Tingkat SD Sampai SMA: Sebuah Meta-Analisis Ichsan Ichsan; Suhaimi Suhaimi; Khodzijah Nur Amalia; Tomi Apra Santosa; Sisi Yulianti
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i5.6931

Abstract

Penelitian ini bertujuan untuk menganalisis model pembelajaran Problem Based Learning berbasis TPACK terhadap ketrampilan literasi sains dalam pembelajaran IPA siswa Tingkat SD sampai SMA. Penelitian ini merupakan jenis penelitian kuantitatif dengan metode meta-analisis. Data penelitian ini bersumber dari analisis artikel nasional yang terindeks SINTA, Google Scholar, DOAJ dan Indek Copernicus Internasional. Jurnal yang dijadikan sampel yakni jurnal nasional yang telah publish tahun 2015-2022 yang berjumlah 21 jurnal. Pencarian sampel untuk dijadikan data penelitian melalui google scholar dan Eric Journal. Teknik pengambilan sampel dalam penelitian ini adalah teknik perporsive sampling. Data yang dapatkan dijadikan untuk sampel penelitian memiliki keterkaitan dengan model pembelajaran TPACK dan Problem Based Learning dalam pembelajaran IPA yang dianalisis terhadap pengaruh terhadap literasi sains siswa SMA. Teknik analisis data adalah teknik analisis data kuantitatif dan kualitatif dengan berbantuan software JSAP dan SPSS versi 16. Hasil penelitian disimpulkan model pemebelajaran problem based learning berbasis TPACK memiliki pengaruh yang signifikan terhdap literasi sains siswa dalam materi IPA SMA dengan rata-rata 70 dengan effect size (ES) sebesar 0.42. Oleh karena itu, model pembelajaran problem based learning berbasis TPACK sangat efektif diterapkan dalam materi IPA.
Systematics of Literature Reviews: Learning Model of Discovery Learning in Science Learning Yayat Suharyat; Tomi Apra Santosa; Zulyusri Zulyusri; Suhaimi Suhaimi; Sanju Aprilisia
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 1 No. 3 (2022): December : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v1i3.401

Abstract

The development of the 21st century has affected the world of education. Current education students must be led to learn more creatively and actively. This study aims Furthermore, a teacher is able to encourage learning motivation in learning science. Science learning is a compulsory subject in schools. In learning science, students must think more critically and scientifically. It aims to enable students to solve scientific problems. However, students are still less active in learning, student learning outcomes are low and student motivation in learning science is low. So, teachers are expected to be able to adopt a learning model that can make students more active and motivated in learning. The learning model of discovery learning is a learning model that supports the quality of student learning in science learning. This research is a type of systematic literature review research. The research data comes from analysis of national or international journals that have links with discovery learning models in science learning. Data collection was carried out by direct observation by observing related journals. Data search through the Google Scholar, ScienceDirect, Wiley, Eric and Springer databases. The keywords used in tracing data sources are discovery learning models, science learning and learning. The analysis technique is descriptive qualitative analysis with the PRISMA model. The results of the study concluded that the discovery learning learning model was able to improve learning outcomes and motivation in learning. Furthermore, the discovery learning learning model becomes a learning model that is able to support the quality of students in learning science. In addition, this learning model is able to make students more active in learning.
The Effectiveness of AI Based Blended Learning on Student Scientific Literacy: Meta-analysis Abdul Rahman; Tomi Apra Santosa; Ilwandri Ilwandri; Yayat Suharyat; Sanju Aprilisia; Suhaimi Suhaimi
LITERACY : International Scientific Journals of Social, Education, Humanities Vol. 2 No. 1 (2023): April : International Scientific Journals of Social, Education, Humanities
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/literacy.v2i1.542

Abstract

This study aims to analyze the effectiveness of blended learning based on artificial intelligence (AI) on students' science literacy. This type of research is called meta-analysis research. The data sources in the study came from 14 national and international journals published from 2018 to 2023. Data sources were searched through Google Scholar, ScienceDirect, Wiley, Eric, and ProQuest. Data source selection was carried out using the PRISMA method. Data sources have a relationship with the effectiveness of AI-based blended learning on students' science literacy. The data collection technique was direct observation through an online database. Data analysis used quantitative analysis with the help of the OpenMEE application. The results of this study showed that the AI-based blended learning model had a significant effect on students' science literacy. The effect size value is 0.93 with high criteria. This finding helps potential students improve their science literacy.
Co-Authors Abdul Rahman Abdul Razak Ahmad Jamin Aridem Vintoni Azis, Musdizal Dairabi Kamil Dwi Hilda Putri Heri Mudra, Heri Ichsan Ichsan Ilwandri Ilwandri Irdawati Irdawati Karlini Oktarina Khodzijah Nur Amalia Lufri Lufri Muhammad Fadhli Musdizal Musdizal Revi Gina Gunawan Revi Gina Gunwan Rudi Hartono Sanju Aprilisia Sanju Aprilisia Saputra, Aulia Rachmad Pidie Sisi Yulianti Tomi Apra Santosa Tomi Apra Santosa Tomi Apra Santosa Tomi Apra Santosa Tomi Apra Santosa Santosa Upris Yastati Yayat Suharyat Yayat Suharyat Yuni Ahda Zulkifli Zulkifli Zulyusri Zulyusri Zulyusri, Zulyusri