Garuda - Garba Rujukan Digital

Pengembangan Bahan Ajar Pengajaran Tata Krama untuk Universitas Islam berkenaan dengan Krisis Kesopanan pada Gen-Z Djalaluddin, Mawardi; Uswatunnisa; Nihla Afdaliah
Jurnal Pendidikan dan Pengajaran Vol 57 No 2 (2024): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i2.81307

Rapid social and technological change, which has changed the way of social interaction and communication between generations. Generation Z, who grew up in the digital era, is often more exposed to global values and different cultures through social media and the internet. The modesty crisis is being experienced by most of generation Z. This fact arouses researchers' curiosity to solve this problem. This research is R&D research using the ADDIE design. Researchers designed and developed syllabi, lesson plans and teaching materials about character and included them in the Aqidah Akhlak course. These products are implemented on one campus. After that, researchers evaluated product use through questionnaires and tests. The subjects in this research are generation Z. The research results are valid, practical and effective in reintroducing and instilling good manners in students. The implications of this research are The findings of this research can encourage the development of a curriculum that is more integrated with etiquette values, so that schools and educational institutions can teach ethics and manners more effectively. The aim of research on Instructional Materials for Manners due to the Politeness Crisis in Gen-Z is to identify and understand the factors that cause a decline in politeness among the younger generation and develop effective learning materials to overcome this problem.

Students’ Autonomous Learning Activities outside the Classroom to Master English as a Foreign Language Nur Fadillah Nurchalis; Nurhamdah Nurhamdah; Rahmah Bakoko; Nihla Afdaliah
Jurnal Pedagogy Vol 10 No 1 (2022): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v10i1.4716

The complexity of foreign language learning and its restricted time to learn in the classroom need proactive efforts from the English students outside the classroom with full initiative and effort. This study tended to investigate to what extent students’ autonomous learning activities outside the classroom to master English (four English skills). This study applied a descriptive quantitative design. It was conducted at a state university in Majene, West Sulawesi, Indonesia in the academic year 2021/2022. The population was English education students in the second and third years. There were 62 students who participated in this research. They were selected by using a convenience sampling technique. To gain the data, this research employed a questionnaire as a research instrument which consists of 16 items of statements. The data, then, were analyzed by employing descriptive statistics. Based on the data analysis, it was found that students’ autonomous learning activities outside the classroom are still limited to activities that are entertaining for them. Apart from that, it has not been found that their extra efforts are done independently to become more proficient in every English skill. This indicates that students are still passive learners. By knowing the independent learning efforts carried out by students out of the classroom, English lecturers are expected to be able to design policies or teaching strategies to guide students so that they can increase their efforts by optimizing the wealth of available independent learning resources.

PELATIHAN MEDIA AUGMENTED REALITY BAGI GURU RAUDHATUL ATHFAL SAMASUNDU Syamsinar; Uswatunnisa; Nihla Afdaliah; Harclinda; Nursia; Mufti Hatur Rahmah
MALAQBIQ Vol. 1 No. 1 (2022): Malaqbiq : Jurnal Pengabdian Kepada Masyarakat
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/jam.v1i1.247

Augmented Reality atau AR merupakan teknologi yang menggabungkan digital konten yang dibuat oleh komputer dengan dunia nyata secara realtime. Teknologi ini menggunakan webcam komputer, kamera, bahkan kacamata khusus yang mampu menyisipkan informasi kedalam dunia maya dan memproyeksikan ke dunia nyata.Dalam kegiatan ini, Tim Pengabdi menggunakan Media Augmented Reality sebagai salah satu upaya untuk meningkatkan keterampilan guru Raudatul Athfal Samasundu sebagai mitra dalam mengembangkan kompetensi guru. Peningkatan pengetahuan mengenai penggunaan teknologi Augmented reality merupakan target khusus dari kegiatan ini. Sedangkan, tujuan jangka panjang dari kegiatan ini adalah diharapkan bagi peserta dapat menggunakan teknologi augmented reality sebagai media pembelajaran.Kegiatan ini dibagi menjadi 4 tahap yaitu observasi, persiapan, pelaksanaan dan pendampingan. Hasil yang diperoleh dari kegiatan ini adalah seluruh peserta dapat menggunakan Augmented Reality sebagai media dalam mengajar khususnya dalam mengajar bahasa Inggris.

Revitalisasi Perpustakaan untuk Meningkatkan Budaya Literasi Siswa di MAS BPII Pamboang Rahman, Riswandi; Sariana, Sariana; Jelita, Jelita; Mukrimaturrezqi, Mukrimaturrezqi; Rahmi, Nur; Syaphira, Syaphira; Afdaliah, Nihla
Room of Civil Society Development Vol. 4 No. 3 (2025): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.623

Rendahnya minat baca siswa di sekolah-sekolah pinggiran kerap disebabkan oleh keterbatasan fasilitas pendukung, terutama keberadaan perpustakaan yang berfungsi optimal. Di MAS BPII Pamboang, Kabupaten Majene, perpustakaan sekolah sebelumnya kurang dimanfaatkan meskipun tersedia koleksi buku yang memadai. Melalui program PPL-KKN Terpadu, penelitian ini menginisiasi program revitalisasi perpustakaan guna memperkuat budaya literasi baca siswa. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Proses revitalisasi dilaksanakan dalam tiga tahap: perencanaan, pelaksanaan, dan evaluasi, dengan melibatkan partisipasi aktif mahasiswa PPL-KKN dan komunitas sekolah. Hasil penelitian menunjukkan peningkatan yang signifikan dalam minat baca siswa, tercermin dari peningkatan jumlah kunjungan harian ke perpustakaan serta keterlibatan siswa dalam aktivitas literasi. Inisiatif ini tidak hanya memperkuat peran perpustakaan sebagai pusat sumber belajar yang menarik, tetapi juga mendorong transformasi fungsi perpustakaan menjadi ruang pembelajaran yang dinamis dan adaptif terhadap kebutuhan peserta didik. Temuan ini memberikan kontribusi praktis berupa model revitalisasi perpustakaan yang dapat direplikasi di sekolah-sekolah dengan kondisi serupa, sekaligus menegaskan pentingnya optimalisasi fasilitas pendidikan dalam mendukung penguatan budaya literasi siswa di era digital.

Revitalisasi Perpustakaan untuk Meningkatkan Budaya Literasi Siswa di MAS BPII Pamboang Rahman, Riswandi; Sariana, Sariana; Jelita, Jelita; Mukrimaturrezqi, Mukrimaturrezqi; Rahmi, Nur; Syaphira, Syaphira; Afdaliah, Nihla
Room of Civil Society Development Vol. 4 No. 3 (2025): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.623

Rendahnya minat baca siswa di sekolah-sekolah pinggiran kerap disebabkan oleh keterbatasan fasilitas pendukung, terutama keberadaan perpustakaan yang berfungsi optimal. Di MAS BPII Pamboang, Kabupaten Majene, perpustakaan sekolah sebelumnya kurang dimanfaatkan meskipun tersedia koleksi buku yang memadai. Melalui program PPL-KKN Terpadu, penelitian ini menginisiasi program revitalisasi perpustakaan guna memperkuat budaya literasi baca siswa. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Proses revitalisasi dilaksanakan dalam tiga tahap: perencanaan, pelaksanaan, dan evaluasi, dengan melibatkan partisipasi aktif mahasiswa PPL-KKN dan komunitas sekolah. Hasil penelitian menunjukkan peningkatan yang signifikan dalam minat baca siswa, tercermin dari peningkatan jumlah kunjungan harian ke perpustakaan serta keterlibatan siswa dalam aktivitas literasi. Inisiatif ini tidak hanya memperkuat peran perpustakaan sebagai pusat sumber belajar yang menarik, tetapi juga mendorong transformasi fungsi perpustakaan menjadi ruang pembelajaran yang dinamis dan adaptif terhadap kebutuhan peserta didik. Temuan ini memberikan kontribusi praktis berupa model revitalisasi perpustakaan yang dapat direplikasi di sekolah-sekolah dengan kondisi serupa, sekaligus menegaskan pentingnya optimalisasi fasilitas pendidikan dalam mendukung penguatan budaya literasi siswa di era digital.

AN ANALYSIS OF ENGLISH EDUCATION STUDENTS' DIFFICULTIES AND PREFERENCES IN LEARNING GRAMMAR (A STUDY AT STAIN MAJENE) Nuralima, Rizka; Afdaliah, Nihla; Uswatunnisa, Uswatunnisa
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i1.9024

This research examines the difficulties and learning preferences of English Education students at STAIN Majene in mastering grammar. Despite its significance for effective communication, Indonesian students face difficulties due to differences between Indonesian and English structures. Using a mixed-method approach, the research includes semi-structured interviews with 15 students from the 2021-2023 cohorts and a questionnaire distributed to all 70 students. Findings indicate that students struggle with environmental factors (lack of practice, limited class time), psychological factors (fear of judgment, varied perceptions of grammar's importance), and linguistic factors (material complexity, tense diversity). Students preferred active learning strategies, such as interactive videos and practical exercises. This highlights the need for educators to adapt teaching methods to address these difficulties and accommodate diverse learning preferences. Implementing engaging instructional strategies can enhance student comprehension and retention of grammar, offering valuable insights for improving English education programs and guiding future research.

Interactive Media in English Vocabulary Instruction: Types and Pedagogical Challenges Syamsinar; Mulyani, Mulyani; Kamariah, A.; Afdaliah, Nihla
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5250

Nowadays, the use of learning media has essential role in teaching. The lecturer should use interesting media to attract the students’ attention. The media should be innovative and interactive especially in teaching English vocabulary. The objective of the study was to find out the types and challenges of various interactive media in teaching English vocabulary. The subject of the research was the first semester students of English Education at STAIN Majene. The instruments were classroom observation and interview. This research used qualitative research. The data were collected by using lecturer’s interview, observation sheet for students and lecturer. The data were analyzed in four stages namely data collection, data display, data condensation and conclusion drawing. The result of the research showed that the lecturer used 4 types of Interactive media in form of interactive quiz, video, books, and flash card The implementation of various media was interesting and attracts the students’ attention. The students were active to take a part in learning because the medias were interactive. The students were more active than the use of textbook. Besides, there were some challenges in implementing the media. They are limitations of technological devices, time constraints in preparation, resistance of users, distraction of students’ focus, and irrelevant of Instructional materials and media.

Teachers’ Gestures in EFL Classroom Afdaliah, Nihla
Al-Lisan: Jurnal Bahasa Vol 7 No 2 (2022): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v7i2.2735

The research analyzed the teachers’ gestures in EFL classrooms. It covered the teachers’ gestures, the functions of the teachers’ gestures, and the effect of the teachers’ gestures on the students. The research applied a qualitative research design. The subjects of the research were 2 English teachers and 14 students of a senior high school in Majene. The research instruments were classroom observation, teachers’ and students interviews. The results of this research revealed that the teachers performed hand gestures and head gestures in the classroom. The hand gestures were pointing, beckoning/inviting, giving examples, clapping hands, knocking on the table, hitting the whiteboard, illustrating, and numbering. In contrast, for head gestures, they used nodding and shaking head. The teachers used the gestures mainly regarding management, regulation, input, and instruction. But in some meetings, one of the teachers used head gestures combined with a smile when rewarding students and showing affection. These teachers’ gestures were primarily used in conjunction with words or verbal messages (speech-related gestures) to complement, accentuate, and repeat the words. On the other hand, a small number of gestures are also used to substitute words. These gestures are stand-alone or are called speech-independent gestures. Teachers' use of gestures in the classroom consciously and unconsciously affects students and the learning process. Students agreed that using gestures by the teacher could improve their understanding of the material. However, using improper or too many gestures can distract their focus, making it difficult for them, to be nervous and difficult to engage in the learning process. So, it is urgent for the teachers to understand that some gestures should be increased or decreased to create a better learning atmosphere.

Teachers’ Gestures in EFL Classroom Afdaliah, Nihla
Al-Lisan: Jurnal Bahasa Vol 7 No 2 (2022): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v7i2.2735

The research analyzed the teachers’ gestures in EFL classrooms. It covered the teachers’ gestures, the functions of the teachers’ gestures, and the effect of the teachers’ gestures on the students. The research applied a qualitative research design. The subjects of the research were 2 English teachers and 14 students of a senior high school in Majene. The research instruments were classroom observation, teachers’ and students interviews. The results of this research revealed that the teachers performed hand gestures and head gestures in the classroom. The hand gestures were pointing, beckoning/inviting, giving examples, clapping hands, knocking on the table, hitting the whiteboard, illustrating, and numbering. In contrast, for head gestures, they used nodding and shaking head. The teachers used the gestures mainly regarding management, regulation, input, and instruction. But in some meetings, one of the teachers used head gestures combined with a smile when rewarding students and showing affection. These teachers’ gestures were primarily used in conjunction with words or verbal messages (speech-related gestures) to complement, accentuate, and repeat the words. On the other hand, a small number of gestures are also used to substitute words. These gestures are stand-alone or are called speech-independent gestures. Teachers' use of gestures in the classroom consciously and unconsciously affects students and the learning process. Students agreed that using gestures by the teacher could improve their understanding of the material. However, using improper or too many gestures can distract their focus, making it difficult for them, to be nervous and difficult to engage in the learning process. So, it is urgent for the teachers to understand that some gestures should be increased or decreased to create a better learning atmosphere.

Strategy-Pedagogy Mismatch in Teaching Grammar to Gen Z EFL Learners in West Sulawesi Afdaliah, Nihla
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6208

Despite continuous pedagogical refinement and extensive use of multimedia resources, grammar learning outcomes among EFL learners often remain below academic expectations, particularly in higher education contexts where grammatical accuracy is essential for academic writing. This study aims to investigate the mismatch between grammar teaching strategies and grammar learning strategies among Gen Z EFL learners, and to examine how such mismatch influences grammar learning effectiveness. Employing an explanatory mixed-method design, quantitative data were collected through a grammar learning strategy questionnaire administered to undergraduate students and a grammar teaching strategy inventory completed by the lecturer, while qualitative data were obtained from semi-structured interviews and analysis of grammar-related writing tasks. The findings indicate that learners employ a range of grammar learning strategies, with a strong reliance on technology-mediated strategies. Grammar instruction is characterized by explicit explanation and intensive multimedia use; however, opportunities for interactive practice and application-oriented assessment remain limited. This condition generates strategy–pedagogy mismatch, manifested in instruction–practice mismatch, assessment–application mismatch, and strategy–cognition mismatch. Qualitative evidence shows that although learners perceive grammar instruction as clear and supportive, many struggle to retain grammatical knowledge and apply it independently in writing tasks. These conditions contribute to fragile grammar retention, limited grammar internalization, and cognitive passivity in grammar learning. The study concludes that persistent grammar learning difficulties are not caused by insufficient instructional effort, but by strategy–pedagogy mismatch. Pedagogically, the findings suggest the need for grammar instruction that integrates practice-intensive learning cycles, application-oriented assessment, and pedagogically guided use of digital tools to strengthen grammar retention and promote independent grammatical control among Gen Z EFL learners.

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