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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 Journal of Research on English and Language Learning (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 Kharisma: Jurnal Administrasi dan Manajemen Pendidikan 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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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.
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.
Assignment Model in Inclusive Education in Forming Tolerance Attitude at Pondok Modern Darussalam Gontor Syarifah; Maskuri; Junaidi Mistar; Ihwan Mahmudi; Abu Darda
An Natiq Vol 6 No 1 (2026): An Natiq
Publisher : Institute for Islamic Studies and Aswaja (LPIK) of Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/an-natiq.v6i1.25049

Abstract

This study aims to describe the assignment model in inclusive education as an effort to foster tolerance at the Pondok Modern Darussalam Gontor. Using a qualitative ethnographic approach, the study was conducted through observation, interviews, and documentation over a one-year period. The results indicate that tolerance education at Gontor is implemented through two main models: direct tolerance education, which emphasizes cross-group interaction between students, and indirect tolerance education, which focuses on developing an open personality toward differences. The assignment model is an integral part of leadership education, where students are given various tasks that require responsibility, collaboration, and initiative in organizations and social activities. Through assignments, students learn to lead, cooperate, and manage their time, thus fostering active and passive tolerance in the daily life of the Islamic boarding school. This model has proven effective in developing the character of students who are tolerant, disciplined, and ready to live in a pluralistic society.
Institutional Practices of Multicultural Islamic Education in Fostering Conscious Character and Peacebuilding Siti Sumadiyah; Maskuri Maskuri; Junaidi Mistar
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 5 No. 1 (2026): Integrative Islamic Education Management
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v5i1.175

Abstract

Multicultural contexts pose persistent challenges to sustaining social harmony and peace, particularly within religiously and culturally diverse societies. While prior studies on Islamic education have largely emphasized theological and pedagogical dimensions, limited attention has been given to how institutional practices of multicultural Islamic education function as a transformative mechanism for character formation. This study investigates the enactment of five core values comprising taaruf, tawassuth, tasamuh, taawun, and tawazun within a non-formal adult training institution. The novelty of this research lies in its articulation of how management functions, namely Planning, Organizing, Actuating, and Controlling, are reconceptualized into experiential practices and neurospiritual mechanisms involving brainwave deceleration. Data were generated through sustained observation, in-depth interviews, and document analysis. The findings demonstrate that a conscious character emerges through a structured process where values are embedded in institutional routines and sustained through a collective habituation ecosystem, including digital social networks and ethical commerce. The study contributes to the field by articulating how multicultural Islamic education operates as an experiential institutional practice that links value-based habituation with peace-oriented character transformation in non-formal settings. These findings suggest that institutional practices, rather than abstract normative frameworks, play a decisive role in connecting Islamic educational values with peacebuilding outcomes.
Constructivist Model of Inclusive Education for Forming Students’ Tolerance in Pondok Modern Darussalam Gontor Syarifah Syarifah; Maskuri Maskuri; Junaidi Mistar
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
PELATIHAN BERBICARA DALAM BAHASA INGGRIS UNTUK PARA SANTRI PONDOK PESANTREN DI MALAYSIA Sonny Elfiyanto; Mutmainah Mustofa; Junaidi Mistar; Imam Wahyudi Karimullah; Muhammad Khairul Umam
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 5 (2024): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i5.26336

Abstract

Abstrak: Kemampuan berbicara dalam Bahasa Inggris menjadi perhatian pengurus pondok An Nahdlah Malaysia, untuk bisa dikuasai oleh para santri. Sehingga tujuan penelitian ini adalah untuk meningkatkan kemampuan para santri dalam berkomunikasi dalam Bahasa Inggris. Pelatihan ini diikuti sebanyak duapuluh lima santri dan dilakukan dalam tiga tahap: persiapan, pelaksanaan, dan evaluasi. Sehingga penggunaan metode ceramah, Focus Group Discussion dan praktik digunakan dalam pelatihan ini. Di samping itu, terciptanya modul pembelajaran pidato dalam Bahasa Inggris untuk santri, juga setelah diadakan posttest dengan cara mereka melakukan pidato dalam Bahasa Inggris, sehingga menghasilkan delapanbelas santri atau 72% yang mampu berbicara dalam Bahasa Inggris secara lancar. Selain itu, tujuh santri (28%) yang lainnya sudah bisa berkomunikasi dalam Bahasa Inggris yang nantinya bisa ditingkatkan kemampuannya menjadi mahir jika pelatihan ini bisa berkelanjutan. Tujuh santri tersebut belum lancar, karena tiga faktor penghambat yakni materi belajar, waktu dan kedisiplinan. Sehingga disarankan untuk kegiatan pelatihan berikutnya bisa memberikan materi yang sesuai dengan kemampuan dan yang dibutuhkan oleh para santri, serta pelatihan ini bisa dilaksanakan secara rutin dan peserta memiliki komitmen untuk belajar. Serta, pentingnya melibatkan pengurus pondok pesantren dalam program ini.Abstract: The ability to speak in English is a concern of the board of An Nahdlah Malaysia, to be mastered by the students. Consequently, the purpose of this study is to improve the ability of santri to communicate in English. This training was attended by twenty-five santri and was conducted in three stages: preparation, implementation, and evaluation. Thus, the use of lectures, Focus Group Discussion and practice methods were used in this training. In addition, the creation of a speech learning module in English for santri, also after a posttest was held by conducting a speech in English, eighteen santri, or 72%, were able to speak in English fluently. In addition, seven other santri (28%) can communicate in English which can later be improved to become proficient if this training can be sustainable. The seven santri are not yet fluent due to three inhibiting factors, namely learning materials, time and discipline. Therefore, it is suggested that the next training activities can provide material that is in accordance with the abilities and needs of the santri, as well as this training can be carried out regularly and participants have a commitment to learning. Also, it is important to involve the boarding school administrators in this program.
Collaborative Learning in Inclusive Education: Constructing Tolerant Attitudes of Students at Pondok Modern Darussalam Gontor Maskuri Maskuri; Junaidi Mistar; Syarifah
Jurnal Penelitian Pendidikan Vol. 43 No. 2 (2026): October 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v43i2.42780

Abstract

Learning strategies that are focused not just on academic success but also on the development of social attitudes—particularly tolerance in the setting of a heterogeneous society—are required by inclusive education. The purpose of this study is to examine how collaborative learning in inclusive education helps students at the Pondok Modern Darussalam Gontordevelop attitudes of tolerance. This study combined a case study design with a qualitative methodology. Students, instructors, and caregivers at Islamic boarding schools participated in semi-structured interviews, participant observation, and documentation to gather data. Thematic analysis approaches were used to analyze the data. The study's findings show that regular use of collaborative learning techniques fosters an inclusive and engaging environment for social interaction in both the Islamic boarding school's formal and informal learning activities. Through processes of positive interdependence within groups, open discourse, collaborative reflection, and institutional support for the inclusion concept, students develop tolerance attitudes. Students can observe firsthand how to manage conflict, appreciate diversity, and develop empathy in the Islamic boarding school's communal life through collaborative learning. By supporting collaborative learning as an educational approach that contributes to the development of emotive and social values, this study makes a theoretical contribution. The study's practical conclusions suggest that enhancing collaborative learning is essential to creating inclusive Islamic boarding school-based instruction.
Co-Authors Abu Darda Abu Na’im Rohman Afina Fika Rahma Akhmad Sirojuddin Alfan Zuhairi Aprilia, Putri Kurniawan Awaludin Jamil Dwi Fita Heriyawati Dzulfikri Dzulfikri, Dzulfikri Eriyanto, Eriyanto Faizah, Maftuhatul Fatimatuz Zahro Hasbullah, Saiyidi Ihwan Mahmudi Imam Wahyudi Karimullah Insani, Afra Nadya Putri Karmuji, Karmuji Madani Ahmadan Maskuri Moh.Rozak, Rozak Muhammad Khairul Umam Muhammad Riza Mustofa, Mutmainnah Mutmainah Mustofa Nurhasanah Nurhasanah Nurul Azizah Paisun Paisun Putra, Rizal Wahid Permana Rafiqi, Iqbal Rahmah, Dita Aulia Riska Ekawati, Dian Tri Rofiatul Hosna Rofiq, Irsyaddur Roziqin, Zainul Saiful Anwar Siti Aisyah Siti Sumadiyah Sonny Elfiyanto Subarjo Sundari Sundari Syabilla, Zalsa Febrina Syarifah Syarifah Syarifah Syarifah Uswatun Hasanah Yazid, S Rizal Yazidul Busthomi Zahroh, Fatimatus Zainul Roziqin