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All Journal Indonesian Journal of Educational Studies Enthalpy : Jurnal Ilmiah Mahasiswa Teknik Mesin IJoLE: International Journal of Language Education JURNAL EDUCATION AND DEVELOPMENT Jurnal Kolaboratif Sains JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan AL MA'ARIEF : JURNAL PENDIDIKAN SOSIAL DAN BUDAYA LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran LETS: Journal of Linguistics and English Teaching Studies JAMBURA: JURNAL ILMIAH MANAJEMEN DAN BISNIS Journal of Indonesian Scholars for Social Research Tamaddun Journal of Education Technology Information Social Sciences and Health PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE BATARA DIDI : English Language Journal Prosiding Seminar Nasional Inovasi Teknologi Terapan GEMBIRA (Pengabdian Kepada Masyarakat) Axiology
Sahril Sahril
FTIK IAIN Palu
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Journal : Tamaddun

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Exploring Lecturers’ Perceptions of Multiple Intelligence-based Instruction in Teaching English for Islamic Studies Sahril, Sahril; Basri, Muhammad; Nur, Sahril
Tamaddun Life Vol 23 No 1 (2024): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i1.589

Abstract

This paper aims to explore lecturers’ perceptions on multiple intelligence-based instruction in teaching English for Islamic studies. The key question is how lecturers understand the concept of MI-based instruction. This study was conducted at one of the Islamic universities in Indonesia involving three lecturers. The instruments used were multiple intelligence inventory questionnaires and interview guidelines. The data found that teaching and learning activities should be designed to enhance each student's different intelligences, facilitating strength intelligence. Students not only have language and mathematics intelligence but also have several different intelligences owned by students, including: verbal linguistic, logical-mathematical, musical, visual-spatial, bodily kinesthetic, naturalistic, intrapersonal, interpersonal, and existential intelligence. MI-based teaching provides a new outlook in improving the quality of teaching and meaningful learning. MI-based instruction respects each student's learning style, which is indicated by the student's preference in learning. Therefore, using MI-based instruction in the teaching and learning process will be easy, fun, and respect everyone's way of receiving material. This study encourages future research on connecting the understanding of the multiple intelligences of lecturers with the needs of students in the process of learning English for Islamic studies.
Lecturers' Perception of Hybrid Metacognitive-Based Instruction in Teaching Critical Listening in Indonesian Higher Education Institution Nur, Muhammad Safar; Basri, Muhammad; Sahril, Sahril
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.830

Abstract

This study explores lecturers’ perceptions of Hybrid Metacognitive-Based Instruction (HMBI) in teaching critical listening at an Indonesian higher education institution. Employing a qualitative descriptive design, data were collected from 10 lecturers through semi-structured interviews, questionnaires, and document analysis. The findings highlight the effectiveness of HMBI in fostering critical listening skills by integrating metacognitive strategies such as reflection, goal-setting, and self-regulation with hybrid tools, including podcasts and online discussions. Lecturers reported improvements in student autonomy, engagement, and analytical abilities, particularly in identifying implicit meanings and evaluating spoken content. However, challenges were identified, including technological barriers, time-intensive preparation, and initial student resistance to reflective practices. These obstacles underscore the need for institutional support, such as reliable technological infrastructure, professional development programs, and scaffolding strategies to ease the adoption of HMBI. The study emphasizes the potential of HMBI as a transformative approach to teaching critical listening, blending active learning principles with technological innovation to enhance higher-order cognitive skills. Recommendations include tailored strategies for gradual implementation and addressing digital divides to optimize its impact. The research contributes to the growing discourse on hybrid learning models and metacognitive instruction, offering practical insights for educators and institutions in diverse educational contexts.
Co-Authors A.A. Ketut Agung Cahyawan W Aba, Akbar Abduh, Amirullah Abdullah Abdullah Ahdar Ahdar, Ahdar Akib, Muhaiminah Aminur Aminur Ariyani, Amra Astuti, Siti Budiasura Baso Jabu, Baso Bilal Pratama, Muhammad Citra Aditya Kusuma Dwi Shinta Angreni Fadliyah, Andi Ayu Febrianti, Iin Firman Firman Futri, Futri G, Hasriani Iskandar Iskandar Maemuna Muhayyang Mardiana Nasta Miftahurrahmah Ria, Nurul Muh. Basri Jafar Muhammad Akbar Muhammad Basri MUHAMMAD HASBI Muhammad, Saiful Munir, Bayanudin Murni Mahmud Mustikawati, Yunitari Musyarif Musyarif, Musyarif Nadrun, Nadrun NUR AENI Nur Sehang Thamrin Nur, Muhammad Safar Nurasia Munir Nurelide, Nurelide Patimah, St. Putra, Anggar Ramadhana, Tria Rezky Ramadhani Harahap, Dedy Ria, Nurul Miftahurrahmah Rizan Machmud Rizka Ardiansyah Sabila Rizky, Putra Pratama Sahril Nur Sally, Fauzan Hari Sudding Salsabila, Almeira Samsudin Samsudin Silviani, Adilah Somawardi Somawardi Syahrianti Syahrianti Syarifuddin Syarifuddin Wirdayanti Yudhaswana, Yuri