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All Journal Al-Wijdan : Journal of Islamic Education Studies Journals of Ners Community Jurnal Bahasa Inggris Terapan Journal of Tourism Economics and Policy Abdi Masyarakat UIKA Kajian Linguistik dan Sastra EDUSHOPIA Jurnal Pengabdian Nusantara MANAGIERE: Journal of Islamic Educational Management
Mohammad Yahya
STMIK AMIKOM Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Other

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A Translation of Cultural Words in Julian Millie’s People’s Religion Book: An Ideological Perspective Rahmah, Ilma Yullinda; Yahya, Mohammad; Firdhani, Anggi Rizky; Wulansari, Damayanti
Kajian Linguistik dan Sastra Vol. 10 No. 2 (2025)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study focuses on translation ideology in rendering cultural words from Sundanese into English in atranslated book by Julian Millie entitled People’s Religion, focusing on Sundanese sermons by theIndonesian preacher AF Ghazali. We investigate how cultural terms are translated and what ideologicalstances are reflected through the strategies used. The analysis employs a qualitative descriptive methodwith data drawn from 70 culturally specific words. The study uses Newmark’s (1988) taxonomy ofcultural categories and integrates translation strategies from multiple theorists to identify patterns.Venuti’s (1995) concept of foreignization and domestication is used as the primary ideologicalframework, supported by Hatim and Mason’s (1997) critical discourse approach to interpret thetranslator’s decisions. Importantly, this study introduces a third category, which is a hybrid ideology, toaccommodate cases where mixed strategies are used, reflecting the translator’s flexible negotiationbetween source and target culture. The findings from 70 data samples reveal that domestication (30 data) is the most dominant ideology, followed by foreignization (25 data), and hybrid ideology (15 data).These results demonstrate that the translator tends to prioritize readability and accessibility for thetarget readers yet also retains some cultural authenticity when deemed necessary. The findings suggestthat translation of cultural words is a deeply ideological process that requires critical strategy selectionto balance cultural authenticity with reader accessibility.
Curriculum Evaluation Models: Theoretical Analysis and Implementation in Modern Education Systems Fauzan Aminulloh , Ahmad; Masyita Ramdhani, Nur; Rifqi, Moh; Yahya, Mohammad
AMK : Abdi Masyarakat UIKA Vol. 5 No. 1 (2026): MARET
Publisher : Universitas Ibn Khaldun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/amk.v5i1.3162

Abstract

Curriculum evaluation is a systematic process used to assess the effectiveness, relevance, and achievement of educational objectives through analysis of all components of the curriculum, from planning and implementation to learning outcomes. This article comprehensively discusses various curriculum evaluation models used in modern education systems, including research models, goal-oriented models, goal-free models, multivariate mixed models, EPIC models, and CIPP models. Each model is analyzed based on its characteristics, approach, and contribution in providing a comprehensive overview of curriculum quality. Evaluation not only serves as a tool to determine the success rate of a program, but also as a basis for accountability, continuous improvement, and strategic decision-making in curriculum development. In addition to describing various evaluation models, this article also highlights the importance of the competence of evaluators, both internal and external, who have theoretical understanding, accuracy, objectivity, and professional skills in conducting evaluations. The results of the study show that the use of an appropriate evaluation model greatly influences the accuracy of the findings and recommendations produced, thereby improving the quality of learning and ensuring that the curriculum remains adaptive to developments in science and the needs of students. Thus, curriculum evaluation is an important instrument in maintaining the quality of education and supporting the effective and sustainable achievement of national education goals.
The Role of Principals in Curriculum Development Sugianto, Muhammad Almas Perdana; Khoiriyah, Dewi Fikrotul; Saifullah, Satrio; Yahya, Mohammad
AMK : Abdi Masyarakat UIKA Vol. 5 No. 1 (2026): MARET
Publisher : Universitas Ibn Khaldun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/amk.v5i1.3185

Abstract

This study aims to analyze the role of school principals in curriculum development, particularly in the implementation of the Merdeka Curriculum, which requires flexibility, innovation, and collaboration among school stakeholders. School principals have a strategic function as academic supervisors, managers, administrators, motivators, and transformational leaders who ensure that the curriculum is aligned with the needs of students and the local context. Through a descriptive qualitative approach, this study explores the dynamics of principal leadership in the process of planning, implementing, evaluating, and strengthening teacher capacity in developing learning tools. The results show that consistent academic supervision, effective resource management, and collaboration within the curriculum team can improve the quality of learning and the relevance of teaching materials. However, various challenges such as limited teacher competence, digital infrastructure, and bureaucratic barriers still hinder the optimal implementation of the Merdeka Curriculum. Efforts such as the formation of learning communities, increased professional training, and the integration of Pancasila values have proven to strengthen the effectiveness of curriculum development. Overall, this study confirms that principal leadership is a fundamental factor in realizing adaptive and sustainable curriculum innovation.
Co-Authors ABHA, Afifuddin Chotib, Moh. Dyah Nawangsari Fauzan Aminulloh , Ahmad Fauziah, Haifa Luthfy Khoiriyah, Dewi Fikrotul Masyita Ramdhani, Nur Noor Harisuddin, Muhammad Rahmah, Ilma Yullinda rifqi, moh Rita Rahmawati Saifullah, Satrio SETYOBUDI, Haris Soebahar, Halim Sugianto, Muhammad Almas Perdana Ubaidillah Ubaidillah Ulhaq, Fayza Warda, Faikatul Wilutama, Muliarta Abde Wulandari , Futihatus Sajidah Wulansari, Damayanti Yuliah, Siti Zaen, Imroatul Jamila Zahroh, Roihatul Zain, Hepni