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All Journal Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Journal on Education ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pustaka Indonesia
Ahmad Suradi
Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Existence of the Literacy Community "Gerakan Musi Membaca" and Children's Reading Interest in Musibanyuasin Ahmad Suradi; Nilawati Nilawati; Abdullah Idi
Humanus: Jurnal Ilmiah Ilmu-ilmu Humaniora Vol 20, No 1 (2021)
Publisher : Pusat Kajian Humaniora FBS Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (70.481 KB) | DOI: 10.24036/humanus.v20i1.108359

Abstract

This study aims to reveal the existence of the literacy community "Gerakan Musi Membaca" and the implications of its existence in the development of children's reading interest in Musi Banyuasin. This research is a qualitative study, the primary source of which comes from literacy actors and school children in Musi Banyuasin. Data collection techniques used were interviews and direct observation in the research field. The results showed that the literacy community of the Musi Reading Movement was a community that moved to increase the reading interest of the surrounding community. To support and attract visitors, the Literacy Movement reading literacy community provides a variety of books. The existence of this literacy community is very helpful to the community in improving reading, by planning the procurement of a book collection in the form of activities to formulate the objectives of the program to be held, determine the techniques to be used, and identify the collection of readings. There are several obstacles in this activity namely the surrounding environment still often looks at odd people who spend time reading for example while waiting in line, or just sitting in a city park while reading.
Analisis Kurikulum Pendidikan Agam Islam pada kelas VIII (Delapan) MTS N 1 Kota Bengkulu Agus Delianto; Al Fauzan Amin; Rohimin Rohimin; Ahmad Suradi; Nefi Aprianti
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6596

Abstract

The curriculum currently implemented in schools at both primary and secondary levels is a transitional curriculum, namely the independent learning curriculum. The independent curriculum has its own special features, one of which is an effort to form national character, in the form of the Rahmatan Lil Alamin Student Profile which is expected to provide opportunities or chances in forming madrasas and teaching staff in developing an independent curriculum through the Rahmatan Lil Alamin Student Profile Curriculum as an effort to achieve the goal which has been determined in accordance with the existing curriculum, where this curriculum has material content that is more humanistic in strengthening tolerance and moderation. The research uses qualitative research techniques with a descriptive approach. This research was conducted at MTS Negeri 01 Bengkulu City. The Islamic religious education curriculum based on character education is an important object to continue to develop in educational institutions. Character education ultimately has a direct impact in shaping the character of students so that they comply with the commandments of the Islamic religion and become guidelines for actions and behavior in life. P5-PPRA which is implemented at MTSN 1 Bengkulu City plays a very important role, of course in relation to subjects, training and extracurricular activities. The strategies for implementing Character Education in the independent curriculum with P5-PPRA at MTS N 1 Bengkulu City are: identification of Islamic religious values, development of teaching materials, teacher example, active learning and participation, and character training through extracurricular activities
Field-Trip–Based Outdoor Learning Improves Pantun Writing: A Quasi-Experimental Study in an Indonesian Junior High School Cintia Cintia; Ahmad Suradi; Dina Putri Juni Astuti
JPI: Jurnal Pustaka Indonesia Vol. 4 No. 1 (2024): April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v4i2.1272

Abstract

This study examined whether a brief, curriculum-aligned field trip (karyawisata) improves Grade-level students’ ability to write pantun (Indonesian rhymed quatrains). Using a quasi-experimental nonequivalent control-group design in one Indonesian school, two intact classes were assigned to an outdoor-learning sequence (n = 8) or business-as-usual classroom instruction (n = 7). The intervention comprised a genre pre-briefing, directed environmental observation with note sheets, and in-class drafting plus peer/teacher conferencing mapped explicitly to pantun structure (sampiran–isi, imagery, rhyme). Outcomes were assessed with an analytic rubric; two blinded raters scored all scripts and achieved good inter-rater reliability (ICC), and assumption checks supported parametric inference (normality and homogeneity satisfied). Results showed that the experimental class outperformed the control class on the post-test (M = 83.75 vs 71.43), with an independent-samples t confirming a statistically significant advantage, t(13) = 2.236, p = 0.043, mean difference = 12.32 (95% CI [0.42, 24.22]); the standardized effect was large (Hedges’ g ≈ 1.09). Dimension-level patterns indicated the largest gains precisely where the pedagogy targeted imagery & diction and sampiran–isi coherence with positive, smaller trends for rhyme adherence and rhythm/fluency. We conclude that a short, structured field-trip cycle can measurably enhance pantun writing under routine school conditions when observation prompts and feedback loops are aligned with genre features. Schools can timetable compact outdoor-learning units equipped with behavior-anchored rubrics and safety/management SOPs; teacher education should model task–assessment alignment for genre writing; and future research should scale to multi-site clustered trials, include delayed post-tests for retention, and test transfer to other poetry/essay genres.
Analisis Penerapan Pembelajaran Berdiferensiasi pada Siswa Kelas Rendah di SDN 76 Kota Bengkulu: Penelitian Yana Agustiyani; Marlina Febrianti; Ahmad Suradi; Dalima Septiria; Kurniawan Kurniawan
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6276

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran berdiferensiasi pada siswa kelas rendah di SDN 76 Kota Bengkulu serta mengidentifikasi faktor pendukung dan penghambat dalam implementasinya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas guru dan siswa kelas I–III. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi telah diterapkan melalui tiga aspek utama, yaitu diferensiasi konten, proses, dan produk. Diferensiasi konten dilakukan dengan menyesuaikan materi sesuai tingkat kemampuan siswa, diferensiasi proses melalui penggunaan metode pembelajaran yang variatif, serta diferensiasi produk melalui pemberian kebebasan kepada siswa dalam mengekspresikan hasil belajar. Penerapan pembelajaran ini terbukti mampu meningkatkan keaktifan, motivasi, dan keterlibatan siswa dalam pembelajaran. Faktor pendukung meliputi kebijakan Kurikulum Merdeka, kreativitas guru, serta ketersediaan media pembelajaran. Sementara itu, faktor penghambat meliputi keterbatasan waktu, jumlah siswa yang banyak, serta pemahaman guru yang belum optimal. Dengan demikian, pembelajaran berdiferensiasi merupakan pendekatan yang efektif dalam menciptakan pembelajaran yang inklusif dan bermakna, namun masih memerlukan penguatan dalam implementasinya.
The Effect of Bengkulu Cultural Portraits on Students’ Descriptive Writing Ability: A Quasi-Experimental Study at MTs Ja-Alhaq Bengkulu Nurul Fitri; Ahmad Suradi; Dina Putri Juni Astuti
JPI: Jurnal Pustaka Indonesia Vol. 4 No. 2 (2024): August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v4i2.1291

Abstract

Writing is a fundamental language skill that plays a critical role in shaping students’ ability to communicate ideas effectively, yet many junior high school students struggle with descriptive writing due to limited vocabulary, lack of imagination, and monotonous teaching methods. This study aimed to examine the effect of integrating Bengkulu cultural portraits as visual media on the descriptive writing ability of seventh-grade students at MTs Ja-Alhaq Bengkulu. A quasi-experimental design was employed with two groups: the experimental group (n = 25) was taught using Bengkulu cultural portraits, while the control group (n = 25) received instruction through conventional methods. Data were collected through pretests and posttests and analyzed using normality, homogeneity, paired-sample t-tests, independent-sample t-tests, and N-Gain scores with the aid of SPSS 25.0. The results demonstrated that the experimental group achieved a higher posttest mean score (M = 76.84) compared to the control group (M = 60.68), with an N-Gain of 0.4656 (47%), indicating a moderate level of effectiveness. Statistical analysis confirmed a significant difference (p = 0.001 < 0.05), showing that the use of Bengkulu cultural portraits substantially improved students’ descriptive writing performance. These findings suggest that integrating local cultural media not only enhances students’ cognitive outcomes in writing but also fosters engagement and cultural awareness. The novelty of this research lies in its focus on Bengkulu cultural artifacts as a contextualized teaching medium, which has been underexplored in previous studies. The implications highlight the importance for educators and policymakers to incorporate local cultural resources into language learning curricula as a strategy to improve academic achievement while simultaneously preserving cultural heritage.
Comparative Analysis of Spoken Language Use in Formal and Non-Formal Communication: A Study of Eighth-Grade Students at MTsN 1 Mukomuko, Indonesia Elvira Elvira; Ahmad Suradi; Dina Putrsi Juni Astuti
JPI: Jurnal Pustaka Indonesia Vol. 4 No. 2 (2024): August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v4i2.1295

Abstract

Spoken language competence is essential for students to adapt to different social and academic contexts, yet many learners face challenges in shifting between formal and non-formal communication registers. This study aimed to analyze differences in spoken language use between formal and non-formal communication contexts among eighth-grade students at MTsN 1 Mukomuko. Using a quantitative ex post facto design, data were collected from 62 students, consisting of 17 in formal situations and 45 in non-formal situations, through questionnaires, observations, documentation, and interviews. The instruments were validated through Pearson’s Product-Moment correlation and achieved strong reliability with a Cronbach’s Alpha coefficient of 0.848. Data were analyzed using descriptive and inferential statistics, including tests of normality, homogeneity, and independent-sample t-tests with a significance threshold of p < 0.05. The results revealed a significant difference in students’ spoken language performance between the two contexts, with higher mean scores observed in non-formal situations (M = 31.46) compared to formal situations (M = 28.70), and the t-test result (t = -2.226, p = 0.030) confirmed the hypothesis. These findings indicate that students display more flexible, expressive, and spontaneous linguistic patterns in non-formal communication, whereas formal contexts require structured and rule-based expression. The novelty of this study lies in its systematic comparison of formal and non-formal spoken language within the same population, offering insights rarely addressed in Indonesian educational research. The implications suggest that educators should design balanced pedagogical strategies that foster both formal accuracy and non-formal fluency to strengthen students’ overall oral communication skills.
Ethnographic Study of Social Harmonization between Indigenous Communities and Immigrant Communities in Cahaya Negeri Village Rahmad Ellen Herdiansyah; M. Ilham Gilang; Ahmad Suradi
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24408

Abstract

This ethnographic study examines social harmony between the Serawai indigenous community and the immigrant population in Cahaya Negeri Village, Seluma Regency, Bengkulu Province. Using Spradley's ethnographic framework consisting of domain analysis, taxonomy, components, and cultural themes data were collected through participant observation, semi-structured interviews with ten purposively selected informants, and documentation. Findings indicate that interaction patterns are harmonious and associative, supported by a local social contract, cross-ethnic reciprocal cooperation, and 25 years of uninterrupted interfaith activities. Key barriers include language differences, cultural gaps, structural limitations in inter-village activities, population growth, and psychological distance. Solutions center on intensifying communal activities, strengthening religious cohesion, developing adaptive attitudes, and optimizing village governance. Four cultural themes underlie the harmonization: the local social contract, unity in diversity, religion as a transcendent bridge, and harmonization as a collective effort. These findings have implications for Education for Sustainable Development, particularly SDG 4, SDG 10, and SDG 16, suggesting that local wisdom systems can inform multicultural education frameworks and national resilience policies
Co-Authors Abdullah Idi Agus Delianto Al Fauzan Amin Cintia Cintia Dalima Septiria Dina Putri Juni Astuti Dina Putrsi Juni Astuti Elvira Elvira Kurniawan Kurniawan M. Ilham Gilang Marlina Febrianti Nefi Aprianti Nilawati Nilawati Nurul Fitri Rahmad Ellen Herdiansyah Rohimin Rohimin Yana Agustiyani