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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Abjadia, International Journal of Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JMM (Jurnal Masyarakat Mandiri) Voices of English Language Education Society EDUTEC : Journal of Education And Technology Amalee: Indonesian Journal of Community Research & Engagement AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini J-REaLL Ethical Lingua: Journal of Language Teaching and Literature Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam An-natiq Jurnal Kajian Islam Interdisipliner International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan Jurnal Penelitian, Pendidikan, dan Pembelajaran TELL - US JOURNAL Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Proceeding of International Conference on Humanity Education and Society Ma'had Aly Journal Of Islamic Studies Jurnal Penelitian Pendidikan Reflektika
Junaidi Mistar
Universitas Islam Malang, Indonesia
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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STRATEGIES OF MAINTAINING PROFICIENCY BY TEACHERS OF ENGLISH IN INDONESIA Mistar, Junaidi; Zuhairini, Alfan
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 5, No 2 (2010): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v5i2.630

Abstract

The objectives of the present study are four-fold: (1) to identify the types of strategies to maintain proficiency used by teachers of English in Indonesia, (2) to know the intensity of use of the obtained strategy types, (3) to measure the inter-correlation in the use of the obtained strategy types, and (4) to investigate the effect of proficiency level on the use of maintaining strategies. The subjects were 93 teachers applying for S2 degree in 2010/2011 at the postgraduate program of the Islamic University of Malang. They were given two sets of instrument, a Likert-scale questionnaire of English proficiency maintaining strategies and a TOEFL test. Then, a factor analysis identified nine strategy categories, including language focusing, metacognitive and affective developing, reading and writing activating, language resource utilizing, cognitive processing, culture learning, social communicating, text analyzing, and radio listening strategies. These strategy types explained 63.84% of variances of maintaining strategies and they were used at high level of intensity. Moreover, the use of the nine strategy types were found to be inter-correlated with one another. Finally, no significant effect of proficiency level on strategy use was found, indicating that teachers with different level of proficiency reported using the same strategies of maintaining their proficiency.
Design Based on Multicultural Values in Pondok Modern Darussalam Gontor Syarifah, Syarifah; Maskuri, Maskuri; Mistar, Junaidi; Hosna, Rofiatul
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 4 (2024): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v5i4.784

Abstract

This research investigates the implementation of multicultural Islamic values in Pondok Modern Darussalam Gontor, a renowned Islamic educational institution in Indonesia. The primary objective of this study is to comprehend how Islamic Religious Education (PAI) values encompassing tolerance, cultural diversity, and interfaith dialogue are applied in the multicultural context of this Islamic boarding school. The research methodology employed is a qualitative approach with semi-structured interviews and participatory observation as the primary data collection instruments. The research subjects encompass teachers, students, and administrators at Pondok Modern Darussalam Gontor. Qualitative data obtained from interviews and observations are analyzed using content analysis. The findings reveal various practices and efforts undertaken by the institution in implementing multicultural PAI values. Additionally, the study identifies challenges and opportunities encountered in the process of implementing these values. This research holds significant implications for a deeper understanding of Islamic religious education in a multicultural context and can offer guidance to similar educational institutions in realizing inclusive and tolerant religious education in an increasingly diverse world." With a comment about the importance of the results or conclusions brief.
Fostering Tolerance Through the Hidden Curriculum: An Ethnographic Study of Inclusive Education in an Indonesian Islamic Boarding School Syarifah; Maskuri; Mistar, Junaidi; Anwar, Saiful; Azizah, Nurul
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 4 (2025): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v6i4.1960

Abstract

This study aims to explore the design of inclusive education and the strategies for fostering tolerance at Pondok Modern Darussalam Gontor. This Islamic boarding school integrates religious education and social morality. Using a qualitative approach with ethnographic methods, the research involves field observations, in-depth interviews with students, teachers, and caregivers, and documentation of relevant activities. The main theoretical argument of this study is grounded in inclusive education theory, which views education as a tool for creating a more just and inclusive society. It also considers the concept of the hidden curriculum, which posits that social and moral values can be instilled through social activities beyond the formal curriculum. The findings indicate that Pondok Modern Darussalam Gontor has successfully integrated inclusive education across various dimensions of the curriculum, including intracurricular, co-curricular, and extracurricular activities, which emphasize collaboration, respect for differences, and unity. Additionally, the hidden curriculum, applied through social activities such as community service and scouting, plays a crucial role in shaping tolerance among students. This research contributes to the literature on inclusive religious-based education, particularly in the context of Islamic boarding schools, by demonstrating how inclusive and moderate-based education can address social challenges in Indonesia. The limitations of this study lie in its focus on only one pesantren and the perspectives of students and caregivers. Future research is recommended to include other pesantren and perspectives from parents and the surrounding community to provide a more comprehensive understanding of the impact of inclusive education on attitudes of tolerance.
STUDENTS’ PERCEPTION AUTHENTIC ASSESSMENT IN EXPLORING EFL READING CLASS Nurhasanah, Nurhasanah; Faizah, Maftuhatul; Mistar, Junaidi; Rafiqi, Iqbal
Reflektika Vol 16, No 1 (2021)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v16i1.569

Abstract

Self-assessment is one of the approaches to evaluate students’ reading skill in English. Through this test, students are permitted to find, know, and increase their reading skill. Reading is a challenging subject for many EFL students. They face various difficulties such as language barriers and lack of exposure to critically analyse the materials. This study aims to identify the students’ responses when they are asked to read in English. Further, a qualitative approach is applied, and data are collected from interview. The result of the study, students gradually respond favourably to the use of authentic assessment. They reveal that authentic assessment (1) motivates them to develop a reading routine so that they can learn more vocabulary and become more comfortable with English discourse, (2) aims to train them to exemplify their reading comprehension in more constructively such as writing reviews, presentations, and discussions, and (3) assists them in evaluating their own reading performance. In conclusion, most students admit that authentic assessment aids them in enjoying reading through a series of social practices, in this case, the use of authentic assessment components such as portfolios, performance assessment, and self-assessment.
THE STUDY OF TEACHERS’ FEEDBACK IN ONLINE WRITING ASSESSMENT Hasbullah, Saiyidi; Mistar, Junaidi; Riska Ekawati, Dian Tri
Reflektika Vol 15, No 2 (2020)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v15i2.591

Abstract

Writing is regarded one of the most pivotal English language abilities. Different researchers agree that writing in English as a second or foreign language (ESL/EFL) environment is a challenging process involving social, environmental, motivational, and perceptive concerns. This is really appropriate for the teachers to give some feedbacks to the learners who learn writing using online as the teachers can control and treat the learners based on the ability they have. teacher feedback is an essential part of the process method since it helps students discover their strengths and weaknesses while also motivating them during the writing process. The focus of this research is on the teacher’s feedback during the writing evaluation, as demonstrated by the form, types, platform, and reactions of the students and the reason for the feedback provided. A survey with a quantitative methodology was used in this study. This survey included English teachers from Blitar's vocational high schools. In this study, the purposive sampling approach is applied. Because of their diverse goals and techniques, the researchers chose eight vocational high schools to study. As a result, such schools’ student demographics were diversified. They also required the services of more than one English teacher. Twenty English teachers participated in the poll. Teachers were asked to fill out a questionnaire in order to submit the data. The researchers created closed-ended and open-ended surveys with Google Forms.
The Correlation between Content Schemata, Linguistic Schemata and Reading Comprehension of Foreign Language Learners Zainul Roziqin; Alfan Zuhairi; Junaidi Mistar
EDUTEC : Journal of Education And Technology Vol. 6 No. 2 (2023): March 2023
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v6i3.431

Abstract

Reading is a complicated process that involves the reader's engagement with the text to develop meaning. Language proficiency is regarded to be more significant and to contribute more to reading comprehension in reading a second language or a foreign language than other aspects. This study is aimed at to measure which of the content schemata and linguistic schemata contributes the most to reading comprehension. The study was carried out in a sample of 35 English students of the first semester at Foreign Language Class in Al-Qolam Islamic Institute Gondanglegi Malang. The data collection involved two instruments, namely self-assessment, linguistic test and reading comprehension test. To achieve the purpose of the present study, the data were analyzed by using simple correlation with the help of SPSS 16. The result of the computation of simple correlation showed that linguistic schemata contribute more to reading comprehension. The effect analysis of the combined predictors and reading comprehension indicating significance at .000. Simple regression correlation calculations required a significance level of less than 0.05. In other words, there was a correlation between content schemata, linguistic schemata and reading comprehension. EFL teaching professionals and other scholars who intend to study relevant subjects in future research are addressed in suggestions made based on the results.
From accuracy to fluency: Exploring EFL teachers’ perceptions of speaking assessment in pesantren-based school context Amalia, Andina Silvi; Mistar, Junaidi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24461

Abstract

This study was motivated by the gap between the ideal framework of speaking assessment, which emphasizes grammatical accuracy as a primary indicator, and classroom practice in Islamic boarding schools (pesantren), where fluency and confidence are often prioritized over linguistic accuracy. Accordingly, this study explores EFL teachers’ perceptions of grammatical accuracy in speaking assessment and how these perceptions influence the design and implementation of assessment rubrics. Employing a descriptive qualitative approach, data were collected through semi-structured interviews with three EFL teachers teaching at the elementary, intermediate, and advanced levels. The findings reveal that although grammatical accuracy is acknowledged as important, teachers tend to prioritize effective communication, fluency, and speaking confidence. The assessment rubrics applied are flexible and adapted to students’ backgrounds, proficiency levels, and learning needs. The study also confirms that teachers’ prior learning experiences, professional training, and personal beliefs significantly shape their assessment practices. However, the limited number of participants and the specific institutional context restrict the generalizability of the findings. The study highlights the importance of teacher training that promotes a holistic and contextual approach to speaking assessment, as such an approach may enhance learners’ communicative confidence, reduce speaking anxiety, and foster more active participation in English use within the pesantren environment. Future research is recommended to examine the long-term effects of improved speaking assessment practices on graduates’ social engagement and future opportunities.
AI-Based Teacher Assistants in Indonesian Public Schools: A Case Study of Teachy Hasanah, Uswatun; Dzulfikri; Junaidi Mistar
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7753

Abstract

This study examines how Teachy, an AI-based educational platform, supports teachers’ work in Indonesian public schools. Conducted in Lumajang Regency, East Java, a rural region with limited technological resources, the qualitative case study involved four teachers from junior and senior high schools using Teachy for at least one academic semester. Data collected during the even semester of the 2024/2025 academic year, through interviews, observations, and document analysis, were analysed thematically. Eight themes emerged, including workload assisting, cognitive and pedagogical shifts, emotional responses, leadership support, collaboration, and sustainability challenges. Teachers reported saving 2–4 hours weekly on planning and assessment tasks through automation features. However, barriers such as unstable internet access and insufficient digital literacy limited optimal use. One teacher noted that poor connectivity caused frequent interruptions during digital lesson delivery. The findings demonstrate that AI tools can enhance efficiency and instructional quality when embedded within supportive institutional environments. This study offers one of the few empirical examinations of AI adoption in rural Indonesian schools, contributing new insights to global discussions on AI integration in low-resource settings.
Constructivist Model of Inclusive Education for Forming Students’ Tolerance in Pondok Modern Darussalam Gontor Syarifah, Syarifah; Maskuri, Maskuri; Mistar, Junaidi
AS-SABIQUN Vol 8 No 2 (2026): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i2.6091

Abstract

The persistence of intolerance in society underscores the critical role of education in shaping tolerant attitudes, particularly within faith-based educational settings. This study aimed to analyze the constructivist approach in inclusive education and its implications for the formation of tolerant attitudes among students at Pondok Modern Darussalam Gontor. A qualitative approach with an ethnographic design was employed, with data collected over the course of one year through participatory observation, in-depth interviews, and document study. Data were analyzed interactively through the stages of data reduction, data display, and conclusion drawing. The findings show that inclusive education at Pondok Modern Darussalam Gontor is implemented through the shared life of students from diverse cultural, regional, and character backgrounds within a unified schooling and boarding system. The constructivist approach is manifested in learning and student development processes that position students as active subjects in constructing their understanding and tolerant attitudes through direct experience, social interaction, collaborative work, and reflection. Tolerance education is carried out through two models, namely direct tolerance and indirect tolerance, which operate integratively within the framework of inclusive education, thereby making tolerance not merely a norm but a consciously internalized character within the students. The study concludes that a constructivist approach within inclusive education is effective in fostering students’ tolerant attitudes in an active, reflective, and sustainable manner, and affirms that Islamic boarding schools hold strategic potential as character education spaces capable of preparing students to live harmoniously in a plural society. Keywords: Constructivist Learning; Inclusive Education; Development of Tolerance; Islamic Boarding Schools; Character Education
Teacher Identity Disclosure: Exploring Professionalism, Pedagogy, And Impact on Students in The Merdeka Mengajar Platform Afina Fika Rahma; Junaidi Mistar; Sonny Elfiyanto; Subarjo
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.899

Abstract

This study investigates the role of the Merdeka Mengajar Platform (PMM) in shaping teacher identity and its impact on professionalism, pedagogical practices, and student learning outcomes among English teachers at secondary schools. Employing a qualitative phenomenological design, data were collected through semi-structured interviews and classroom observations with three teachers actively engaged in PMM. The findings reveal that PMM strengthens teachers’ professional identity by providing structured guidance, mentoring, and collaborative opportunities, which enhance confidence and resilience. In terms of pedagogy, the platform encourages a shift from teacher-centered to student-centered approaches, including project-based learning, peer feedback, digital storytelling, and role-play, thereby fostering innovation and active student engagement. Furthermore, PMM contributes to professional growth by motivating continuous learning and experimentation, while simultaneously improving student outcomes through increased motivation, confidence, and participation. Overall, PMM functions not only as a technological resource but also as a professional ecosystem that bridges teacher development with student success, offering significant implications for the advancement of English language education in Indonesia.
Co-Authors Abu Darda Abu Na’im Rohman Afina Fika Rahma Akhmad Sirojuddin Alfan Zuhairi Amalia, Andina Silvi Aprilia, Putri Kurniawan Awaludin Jamil Bakri Muhammad Bakhiet Dwi Fita Heriyawati Dzulfikri Dzulfikri, Dzulfikri Eriyanto, Eriyanto Faizah, Maftuhatul Fatimatuz Zahro Hasbullah, Saiyidi Huda, M Alamul Ihwan Mahmudi Imam Wahyudi Karimullah Insani, Afra Nadya Putri Karmuji, Karmuji M. Djunaidi Ghony Madani Ahmadan Maskuri Moh Nadhif Moh.Rozak, Rozak Muhammad Riza Mustofa, Mutmainnah Nurhasanah Nurhasanah Nurul Azizah Paisun Paisun Putra, Rizal Wahid Permana Rafiqi, Iqbal Rahmah, Dita Aulia Riska Ekawati, Dian Tri Rofiatul Hosna Rofiq, Irsyaddur Romadhon, M Galuh Elga Roziqin, Zainul Saiful Anwar Siti Aisyah Siti Sumadiyah Sonny Elfiyanto Subarjo Sundari Sundari Syabilla, Zalsa Febrina Syarifah Syarifah Umam, Muhammad Khairul Uswatun Hasanah Yazid, S Rizal Yazidul Busthomi Zahroh, Fatimatus Zainul Roziqin