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All Journal Jurnal Pendidikan Agama Islam Pendas : Jurnah Ilmiah Pendidikan Dasar INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Febria Sri Artika
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Islamic Moderatism in Curriculum Development Of Islamic Educational Institutions in Aceh Junaidi; Afrinaldi; Febria Sri Artika; Mohammad Omar Al-Momani; Halad Hulwana
Jurnal Pendidikan Agama Islam Vol. 22 No. 1 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i1.8313

Abstract

Purpose – This study aims to analyze the moderation of Islam developed in the curriculum of Islamic educational institutions in Aceh, a special province with the implementation of Islamic law and a unique Dayah education system. Design/methods/approach – This study uses a phenomenological and sociological approach. In-depth interviews were conducted with leaders of Islamic boarding schools, madrasas, and schools, teachers, and students, accompanied by observation and documentation, which were analyzed using the Milles and Huberman model. Findings – The results of the study indicate that Islamic educational institutions in Aceh have provided their students with an understanding of religious moderation through the internalization of moderate religious values in the learning process. These Islamic moderate values are internalized through intraschool, extracurricular, and hidden curriculum programs by instilling attitudes that enable students to understand various deviations and differences in religious beliefs, act proportionally, non-discriminatorily, and respect ethnic and religious diversity. This moderate attitude can be found in social interactions between students, teachers, and people outside the school environment. Research implications/limitations – This study implies the importance of Islamic educational institutions in Aceh internalizing the values of Islamic moderation in the development of their curriculum to shape moderate attitudes in students. Originality/value – Many studies have been conducted on Islamic moderation in learning. However, studies on Islamic moderation in curriculum development in Islamic educational institutions in Dayah, Dayah Muhammadiyah, and Islamic schools in Aceh have not been explored much.
Optimizing TPACK in Economics English: A Textbook Analysis Syafitri, Widya; Zaim, M; Ardi, Havid; Febria Sri Artika
International Journal of Language Pedagogy Vol. 4 No. 2 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

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Abstract

This study examines the effectiveness of English textbooks for economics in aligning with the Technological Pedagogical Content Knowledge (TPACK) framework, which integrates technology, pedagogy, and content knowledge to enhance language learning. Descriptive qualitative was applied in this study. The analysis focused on four English textbooks: Career Path: Banking, Career Path: Business English, General English Material for Economic Students, and English for Islamic Banking. The evaluation revealed several limitations in these textbooks, such as inadequate alignment with economic content, lack of clear target audience and instructional objectives, insufficient technology integration, and minimal opportunities for interactive and dynamic learning experiences. These deficiencies were found to delay the development of essential language skills, including grammar, pronunciation, and communication, which are crucial for academic and professional success in the field of economics and banking. Furthermore, the analysis highlighted the absence of diverse activities that connect language skills with real-world applications, limiting the students' ability to effectively apply their knowledge in relevant scenarios. The textbooks also lacked comprehensive instructional support for listening and writing skills, critical thinking, and digital literacy, which are vital components of a modern, technology-enhanced learning environment. The study suggests that a more tailored approach, incorporating the TPACK framework, is necessary to address these gaps. By fostering interactive and immersive learning experiences, future textbooks can better meet the specific needs of economics students, promote active participation, and enhance both linguistic competence and digital literacy skills in preparation for global economic challenges.
THE EFFECT OF USING THINK PAIR SHARE TECHNIQUE TOWARD STUDENTS’ SPEAKING ABILITY AT THE 10TH GRADE OF MAN 3 AGAM Endang Kurnia; Eliza; Febria Sri Artika; Absharini Kardena
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40856

Abstract

This study aimed to examine the effect of the Think Pair Share (TPS) technique on students' speaking ability at MAN 3 Agam, where many tenth grade students had difficulty in speaking English. Vocabulary limitations hindered communication during class activities, causing students to prefer using local language which is “Minang language.” Inaccurate pronunciation also caused misunderstandings, making it difficult for them to express ideas spontaneously. This study used quantitative methods with a quasi-experimental research design of nonequivalent control group design. The population of this study were all tenth grade students at MAN 3 Agam, with samples selected by cluster random sampling. Class XE.2 was selected as the experimental group and XE.3 as the control group. The instrument used was an extensive speaking test (monologue), which was validated by content validation and tested for reliability using Inter-rater reliability with Intraclass Correlation Coefficient (ICC) method. Data analysis included normality and homogeneity tests, followed by hypothesis testing using paired sample t-Test and independent sample t-Test. The results of the paired sample t-test in the experimental class showed Sig (2-tailed) <0.05, indicating a significant effect of TPS. The independent sample t-test comparing the two classes also showed Sig (2-tailed) < 0.05, indicating a significant difference between students taught with TPS and those not taught with TPS. The post-test scores showed that the experimental class achieved a higher mean score than the control class, indicating that the speaking ability of the class taught using TPS technique was better than the class not taught using TPS technique.
Co-Authors Absharini Kardena Afrinaldi Eliza Endang Kurnia Halad Hulwana Havid Ardi Junaidi Junaidi Mohammad Omar AL-Momani Syafitri, Widya Zaim, M