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All Journal Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Jurnal Studi Guru dan Pembelajaran FORUM PAEDAGOGIK Indonesian Journal of Instructional Media and Model English Education: English Journal for Teaching and Learning TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Buhuts Al Athfal Buhuts Al Athfal : Jurnal Pendidikan dan Anak Usia Dini English Education: English Journal for Teaching and Learning Indonesian Journal of Education and Youth Development
Liah Rosdiani Nasution
UIN Syahada Padangsidimpuan
Religion Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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ABC: How It Plays Out in A Cross-Cultural Classroom Communication Nasution, Liah Rosdiani
Indonesian Journal of Instructional Media and Model Vol 2 No 2 (2020): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v2i2.945

Abstract

Artikel ini bertujuan untuk menunjukkan pentingnya komunikasi lintas budaya di sekolah dan  bagaimana komunikasi seperti ini tercermin dalam komunikasi dua mahasiswa internasional di kampus Amerika. Artikel ini juga mencoba untuk menunjukkan bagaimana konsep ABC tercermin dalam adaptasi internasional di ruang kelas Indonesia. Implikasi yang lebih besar dari temuan pada artikel ini diharapkan dapat membantu para guru di seluruh negeri untuk memberikan perhatian yang lebih besar pada penanaman strategi komunikasi lintas budaya yang lebih baik di ruang kelas mereka, baik di dalam kelas maupun di luar kelas.
SELF-CONCEPT AND ACADEMIC PERFORMANCE Liah Rosdiani Nasution
English Education : English Journal for Teaching and Learning Vol 5, No 2 (2017)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v5i2.1183

Abstract

Artikel ini berusaha untuk melihat hubungan antara konsep diri siswa dan performa akademis siswa dan bagaimana hal itu mempengaruhi dan menentukan prestasi akademik siswa dengan menyelidiki tiga artikel penelitian yang melaporkan hubungan antara konsep diri siswa dan pertunjukan akademis. Artikel pertama oleh DeFreitas dan Rinn (2013) meneliti peran konsep diri dalam prestasi akademik dan penelitian kedua yang dilakukan oleh Zahra, Manzoor Yousuf (2010) membahas topik yang sangat mirip dengan tiga ranah konsep diri siswa. yang merupakan konsep diri akademik, fisik dan sosial menemukan bahwa konsep diri secara langsung mempengaruhi prestasi akademik siswa. Akhirnya, artikel jurnal ketiga yang dilakukan oleh Drysdale dan Milne (2004) mengeksplorasi perbedaan gender dalam konsep matematika dan verbal dan dampak yang mereka dapatkan terhadap prestasi akademik siswa juga yang pada dasarnya menemukan temuan serupa juga. Dengan pemikiran ini, perlu digarisbawahi bahwa walaupun ada beberapa variabel lain yang menentukan kinerja akademis siswa, data tersebut menunjukkan bahwa ini adalah tingkat konsep diri yang dimiliki seorang siswa yang memprediksi hasil selanjutnya dalam kinerja akademisnya. Semakin positifnya, semakin baik performa akademisnya, dan sebaliknya. Dari temuan ini, sangat penting bagi orang tua, guru, pembuat kebijakan, dan semua pihak yang terlibat dalam hal ini untuk menekankan perkembangannya pada siswa mereka dan orang-orang yang berkepentingan dengan metode yang tepat. Sebagai salah satu isu paling serius yang menyerang peserta didik saat ini, mungkin, memberikan perhatian khusus pada isu konsep diri yang rendah dapat membantu menjawab pertanyaan yang kita miliki tentang prestasi akademis siswa kita.
Cultivating Harmony: Strengthening Religious Inclusivity Through Interfaith Dialogue in Rural South Tapanuli Kurniawan, Puji; Nasution, Liah Rosdiani; Ahmatnijar
Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies Vol. 21 No. 1: June 2025
Publisher : Fakultas Agama Islam, Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/afkaruna.v21i1.24161

Abstract

Interfaith dialogue in rural contexts remains underexplored, despite the unique dynamics of social and religious coexistence in such areas. This study aims to answer two central research questions: (1) How is interfaith dialogue practiced in a multireligious rural community? and (2) How does such dialogue shape or hinder religious inclusivity? The research was conducted in Tantom Angkola, North Sumatra, a village inhabited by Muslim and Christian communities with a long history of coexistence. Using a qualitative approach, in-depth interviews were conducted with 15 participants from diverse generational, religious, and social backgrounds. Thematic analysis revealed four key themes: (1) Perceptions of Religious Harmony, (2) Barriers to Deeper Interfaith Engagement, (3) Everyday Interactions between Faith Communities, and (4) Aspirations for Future Inclusivity. Findings showed that interfaith dialogue mostly occured informally and through social structures rather than theological exchanges, reflecting superficial tolerance but not yet full inclusivity. Key barriers include religious stereotypes, cultural conservatism, and lack of institutional support. The discussion draws on Swidler’s Decalogue of Interfaith Dialogue and is contextualized within Islamic pedagogical traditions such as halaqah (study circles) and the ethical principle of wasathiyah (moderation). The study concluded that revitalizing Islamic principles of justice for minorities and fostering locally grounded interfaith education are essential for advancing deeper inclusivity in rural contexts.
Implementasi Program Literasi dalam Meningkatkan Kemampuan Bahasa Anak Speech Delay Istiqlaliyah, Hulailah; Hasanah, Hasanah; Nasution, Liah Rosdiani
BUHUTS AL ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 4, No 1 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/alathfal.v4i1.11043

Abstract

Keterlambatan berbicara (speech delay) merupakan ketidakmampuan anak dalam menggunakan bahasa, hal tersebut merupakan masalah yang serius dan segera ditangani. Maka dari itu penerapan literasi sangat penting agar memberikan manfaat terhadap kemampuan berbahasa anak, karena kemampuan berbahasa anak mempengaruhi kehidupan masa depan anak. Penelitian ini bertujuan untuk menjabarkan tentang penerapan program literasi dalam meningkatkan kemampuan bahasa pada anak speech delay. Metode penelitian yang digunakan adalah metode kualitatif dengan jenis deskriptif. Subjek penelitian yaitu, kepala sekolah dan guru kelas TK B. Teknik pengumpulan data yang digunakan adalah melalui observasi, wawancara, serta dokumentasi. Adapun teknik analisis data yang digunakan ialah reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi program literasi dalam meningkatkan kemampuan bahasa anak speech delay di TK Islam Pembangunan Tangerang Selatan dapat berjalan dengan baik dengan melakukan pembiasaan, pengembangan, dan pembelajaran. Dalam pembiasaan, anak speech delay dapat membaca buku cerita dengan buku yang bergambar. Dalam pengembangan, melalui evaluasi anak dapat menjawab pertanyaan dari guru. Dalam pembelajaran, anak speech delay selalu berinteraksi dapat berbicara dengan jelas meskipun dalam proses pembelajaran dengan anak normal dibedakan.
Implementasi Program Literasi dalam Meningkatkan Kemampuan Bahasa Anak Speech Delay Istiqlaliyah, Hulailah; Hasanah, Hasanah; Nasution, Liah Rosdiani
BUHUTS AL ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 4, No 1 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/alathfal.v4i1.11043

Abstract

Keterlambatan berbicara (speech delay) merupakan ketidakmampuan anak dalam menggunakan bahasa, hal tersebut merupakan masalah yang serius dan segera ditangani. Maka dari itu penerapan literasi sangat penting agar memberikan manfaat terhadap kemampuan berbahasa anak, karena kemampuan berbahasa anak mempengaruhi kehidupan masa depan anak. Penelitian ini bertujuan untuk menjabarkan tentang penerapan program literasi dalam meningkatkan kemampuan bahasa pada anak speech delay. Metode penelitian yang digunakan adalah metode kualitatif dengan jenis deskriptif. Subjek penelitian yaitu, kepala sekolah dan guru kelas TK B. Teknik pengumpulan data yang digunakan adalah melalui observasi, wawancara, serta dokumentasi. Adapun teknik analisis data yang digunakan ialah reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi program literasi dalam meningkatkan kemampuan bahasa anak speech delay di TK Islam Pembangunan Tangerang Selatan dapat berjalan dengan baik dengan melakukan pembiasaan, pengembangan, dan pembelajaran. Dalam pembiasaan, anak speech delay dapat membaca buku cerita dengan buku yang bergambar. Dalam pengembangan, melalui evaluasi anak dapat menjawab pertanyaan dari guru. Dalam pembelajaran, anak speech delay selalu berinteraksi dapat berbicara dengan jelas meskipun dalam proses pembelajaran dengan anak normal dibedakan.
Early Childhood Learning Transformation Methodology: A Systematic Review Of The Literature on Recent Innovations and Trends Khairiah, Dina; Nasution, Liah Rosdiani
BUHUTS AL ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 5, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/alathfal.v5i2.14954

Abstract

This systematic literature review investigates the transformation of methodologies in early childhood education (ECE) with a focus on the integration of innovative practices and the latest trends. The study aims to understand how these methodologies adapt to emerging technological advancements, cultural values, and evolving educational needs, particularly in the Indonesian context. Using a Systematic Literature Review (SLR) approach, the research analyzed articles published between 2020 and 2023 from ScienceDirect. The review identified three primary themes: (1) the critical role of social-emotional learning (SEL) through the use of emotionally enriched language and structured physical activities, which enhance children's ability to understand emotions and improve social interactions; (2) the importance of community and familial support systems in fostering resilience and well-being among children, especially those facing adversity; and (3) the significance of culturally responsive education that integrates local wisdom and values into the curriculum, thus making learning more relevant and engaging for diverse cultural contexts. The findings highlight that successful ECE methodologies require a holistic approach that integrates SEL, technology, and culturally sensitive practices to support children's cognitive, social, and emotional development comprehensively. The study's insights offer valuable implications for policymakers, educators, and stakeholders, suggesting that a balanced integration of these elements can lead to more effective and inclusive early childhood education strategies. This research contributes to the body of knowledge by providing a detailed synthesis of current trends and offering recommendations for future improvements in the field of ECE.
Early Childhood Learning Transformation Methodology: A Systematic Review Of The Literature on Recent Innovations and Trends Khairiah, Dina; Nasution, Liah Rosdiani
BUHUTS AL ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 5, No 2 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/alathfal.v5i2.14954

Abstract

This systematic literature review investigates the transformation of methodologies in early childhood education (ECE) with a focus on the integration of innovative practices and the latest trends. The study aims to understand how these methodologies adapt to emerging technological advancements, cultural values, and evolving educational needs, particularly in the Indonesian context. Using a Systematic Literature Review (SLR) approach, the research analyzed articles published between 2020 and 2023 from ScienceDirect. The review identified three primary themes: (1) the critical role of social-emotional learning (SEL) through the use of emotionally enriched language and structured physical activities, which enhance children's ability to understand emotions and improve social interactions; (2) the importance of community and familial support systems in fostering resilience and well-being among children, especially those facing adversity; and (3) the significance of culturally responsive education that integrates local wisdom and values into the curriculum, thus making learning more relevant and engaging for diverse cultural contexts. The findings highlight that successful ECE methodologies require a holistic approach that integrates SEL, technology, and culturally sensitive practices to support children's cognitive, social, and emotional development comprehensively. The study's insights offer valuable implications for policymakers, educators, and stakeholders, suggesting that a balanced integration of these elements can lead to more effective and inclusive early childhood education strategies. This research contributes to the body of knowledge by providing a detailed synthesis of current trends and offering recommendations for future improvements in the field of ECE.
The Fragility Paradox: Re-evaluating Gen Z’s Mental Health Crisis as a Radical Shift in Leadership Intelligence Hartiwi, Juni; Ninda Uminar, Ajeng; Nasution, Liah Rosdiani
Indonesian Journal of Education and Youth Development Vol. 1 No. 3 (2025): Indonesian Journal of Education and Youth Development (IJEYD)
Publisher : STIT Pringsewu

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

Abstract

The integration of Generation Z into the global workforce, projected to comprise 27% of labor by 2025, coincides with unprecedented rates of reported anxiety, depression, and burnout among this cohort. Prevailing management narratives often pathologize these traits as fragility or a lack of resilience, creating friction with traditional command-and-control leadership models. This integrative literature review challenges that deficit-based perspective by synthesizing scholarship from clinical psychology, management studies, and sociology to reframe Gen Z’s hypersensitivity as a form of high-level adaptive intelligence. Through the lens of Sensory Processing Sensitivity (SPS), the research argues that Gen Z’s emotional reactivity functions as high-fidelity signal detection, enabling the early identification of toxic dynamics, ethical lapses, and systemic risks that stoic leadership models overlook. The findings suggest that Gen Z’s deployment of clinical language reflects advanced emotional literacy rather than victimhood, and their eco-anxiety indicates a capacity for systemic consequence analysis essential for sustainable governance. The study concludes that the corporate sector is undergoing a necessary evolution from Stoic to Permeable leadership, where the very traits labeled as weaknesses are actually critical assets for navigating the ethical complexities of the modern world.
Co-Authors Ahmatnijar Hasanah Hasanah Istiqlaliyah, Hulailah Juni Hartiwi Khairiah, Dina Kurniawan, Puji Ninda Uminar, Ajeng Sarita Riski Nasution