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The Religiosity's Impact on Social Piety and English Learning Motivation Among Muslim High School Students in Salatiga and Semarang Umami, Mashlihatul; Ruwandi, Ruwandi
International Journal on Advanced Science, Education, and Religion Vol 7 No 4 (2024): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v7i4.734

This study is conducted to analyze the influence of religiosity on social piety and the significance level of the influence between the two, to analyze the effect of religiosity on English learning motivation along with the significance between the two and analyze the relationship between religiosity with social piety and English learning motivation and the significance of the relationship. The data sampling technique used in this study is random sampling. The data collection techniques that will be used to collect research data are questionnaire and documentation. The results of this study found that there is an insignificant positive correlation between religiosity and motivation to learn English because the t score (1.664) is smaller than the t table score (2.664). The same is also shown by the significance value because the significance value (0.102) is greater than 0.05; and a significant correlation between social diversion and English learning motivation because to (X2) is greater than tt (2.738 > 2.394). The same is shown by the significance value because the significance value score (0.008) is smaller than 0.05. The contribution of religiosity and social diversion to learning motivation is 22% (rounding), while the remaining 78% is influenced by other variables outside the model. Furthermore, the adjusted R² coefficient which is the correlation of R² is 0.192. This means that the correlation does not yet describe its closeness to the population. Then, together there is a positive and significant correlation between religiosity and social diversion with motivation to learn English because F count is greater than F table with df 57 and a significance level of 5%. The calculated F score is 8.015 while the F table is 4.010. With the comparison between the score of F count with F table which shows that Fo > Ft, it can be concluded that the independent variables together have a significant effect on the dependent variable.

Analysis of Effective Strategies in Language Teaching for Students at MI Pulutan Salatiga Indriyatno, Muhamad Agus; Umami, Mashlihatul; Nugroho, Imam Wahyu; Hidayat, Wildan Nur
MODELING: Jurnal Program Studi PGMI Vol 10 No 4 (2023): Desember
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v10i4.2551

This study aims to analyze effective language teaching strategies for students at MI Pulutan Salatiga, focusing on methods that enhance student engagement and learning outcomes. A descriptive qualitative approach was used to understand the application of different teaching methods, with data collected through interviews, observations, and document analysis. The findings show that interactive teaching methods such as group discussions and role-playing are more effective than conventional methods, such as lectures and memorization, in increasing student participation and comprehension. Challenges faced in implementing interactive methods include limited facilities, teacher skills in classroom management, and differences in students' learning abilities. Students' responses to interactive methods were very positive; they felt more motivated and confident in using the language in contextual settings. Based on these findings, it is recommended that MI Pulutan increase support for the use of more varied methods and provide training for teachers to optimize the learning process. Creative and interactive teaching strategies have been proven to have a significant impact on the development of students' language skills, which is crucial in supporting their academic achievements and communication abilities in the future.

The Religiosity's Impact on Social Piety and English Learning Motivation Among Muslim High School Students in Salatiga and Semarang Umami, Mashlihatul; Ruwandi, Ruwandi
International Journal on Advanced Science, Education, and Religion Vol 7 No 4 (2024): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v7i4.734

This study is conducted to analyze the influence of religiosity on social piety and the significance level of the influence between the two, to analyze the effect of religiosity on English learning motivation along with the significance between the two and analyze the relationship between religiosity with social piety and English learning motivation and the significance of the relationship. The data sampling technique used in this study is random sampling. The data collection techniques that will be used to collect research data are questionnaire and documentation. The results of this study found that there is an insignificant positive correlation between religiosity and motivation to learn English because the t score (1.664) is smaller than the t table score (2.664). The same is also shown by the significance value because the significance value (0.102) is greater than 0.05; and a significant correlation between social diversion and English learning motivation because to (X2) is greater than tt (2.738 > 2.394). The same is shown by the significance value because the significance value score (0.008) is smaller than 0.05. The contribution of religiosity and social diversion to learning motivation is 22% (rounding), while the remaining 78% is influenced by other variables outside the model. Furthermore, the adjusted R² coefficient which is the correlation of R² is 0.192. This means that the correlation does not yet describe its closeness to the population. Then, together there is a positive and significant correlation between religiosity and social diversion with motivation to learn English because F count is greater than F table with df 57 and a significance level of 5%. The calculated F score is 8.015 while the F table is 4.010. With the comparison between the score of F count with F table which shows that Fo > Ft, it can be concluded that the independent variables together have a significant effect on the dependent variable.

The Religiosity's Impact on Social Piety and English Learning Motivation Among Muslim High School Students in Salatiga and Semarang Umami, Mashlihatul; Ruwandi, Ruwandi
International Journal on Advanced Science, Education, and Religion Vol 7 No 4 (2024): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v7i4.734

This study is conducted to analyze the influence of religiosity on social piety and the significance level of the influence between the two, to analyze the effect of religiosity on English learning motivation along with the significance between the two and analyze the relationship between religiosity with social piety and English learning motivation and the significance of the relationship. The data sampling technique used in this study is random sampling. The data collection techniques that will be used to collect research data are questionnaire and documentation. The results of this study found that there is an insignificant positive correlation between religiosity and motivation to learn English because the t score (1.664) is smaller than the t table score (2.664). The same is also shown by the significance value because the significance value (0.102) is greater than 0.05; and a significant correlation between social diversion and English learning motivation because to (X2) is greater than tt (2.738 > 2.394). The same is shown by the significance value because the significance value score (0.008) is smaller than 0.05. The contribution of religiosity and social diversion to learning motivation is 22% (rounding), while the remaining 78% is influenced by other variables outside the model. Furthermore, the adjusted R² coefficient which is the correlation of R² is 0.192. This means that the correlation does not yet describe its closeness to the population. Then, together there is a positive and significant correlation between religiosity and social diversion with motivation to learn English because F count is greater than F table with df 57 and a significance level of 5%. The calculated F score is 8.015 while the F table is 4.010. With the comparison between the score of F count with F table which shows that Fo > Ft, it can be concluded that the independent variables together have a significant effect on the dependent variable.

The effectiveness of guided question technique to improve student' ability in writing descriptive text in the seventh grade of SMPN 1 Pabelan Mustaidah, Mustaidah; Umami, Mashlihatul; Ruwandi, Ruwandi
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i1.31935

The objectives of the study were to find out the effectiveness of using the guided questions technique to improve students’ ability in writing descriptive text and the profile of students’ ability to write descriptive text before and after using the guided question technique the seventh grade of SMPN 1 Pabelan in the academic year 2023/2024. The researcher utilized a true experimental research method for this research. This research used a random sampling technique to obtain a sample. In seventh grade, there are 6 parallel classes, each class takes 5 students as samples. So, they were collected into one class as a control class and an experimental class. A test was employed as the means for gathering the data. The students' descriptive writing skills were assessed before treatment using a pretest. Following the treatment, their abilities were measured again using a post-test. Statistical analysis was conducted on the collected data from the test. The result showed the differences in students’ writing ability before and after using the guided question technique. The student's lowest pretest result was 30. After using the guided question technique, the student's post-test result showed the number 80. Meanwhile, after taking part in the lesson using the guided question technique, the lowest post-test result was 80, the highest post-test result was 95. This shows that the use of the guided question technique is effective in improving students' ability to write. The data analysis revealed that the research hypothesis was confirmed as the T –Test value of ±25.154 was greater than the T – Table value of 2.045. The table has 29 degrees of freedom (df). This means that using guided questions techniques is effective enough to improve students’ writing skill.

Peran Media Sosial Terhadap Pemerolehan Bahasa Anak Usia SD/MI Muallifah, Atika; Umami, Mashlihatul
Journal of Citizen Research and Development Vol 2, No 1 (2025): Mei 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jcrd.v2i1.5080

Pemerolehan bhasa anak Usia SD/MI memiliki tingkat pencapainya masing-masing sesuai dengan umur dan kemampuannnya masing-masing yang perlu diperthatikan oelh orang tua dan orang-orang terdekatnya. Media sosial memberi peran baik itu positif atau negatai terhadap perkembangan bahasa anak usia SD/MI. Peran Positifnya yaitu menambah pmbendaharaan kata, mengerti arti kata, memahami konsem kalimat, menambah rasa ingin tahu, media sebai alat stimulsi bahasa untuk anak. Sedangkan peran negatif terhadap pemerolehan bahasa anak usia SD/MI dalah pemerolehan bahasa tidak pantas, pemerolehen bahasa gaul, anak fanatik dnegan bahasa idolanya atau bahasa yutub dll, ganguan mutasi pada anak. Cara untuk meminimalisr peran negatif media sosial terhadap pemerolehan bahasa anak usia SD/MI adalah dengan memberi wadah sosialisasi kepada walimurid atau guru, guru menasehati siswa, orang tua memberi batasan waktu bermain gadget, orang tua meluangkan waktu untuk bermain dengan anak dan membuatkan permainan edukatif dengan anak

Implementation of Child-Friendly Madrasah Program Sohani, Sohani; Umami, Mashlihatul
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.28871

This study aims to describe the implementation of the Child-Friendly Madrasah Program at MIN 1 Semarang including the implementation, obstacles found, and solutions applied in implementing this program. This study uses a qualitative approach, a descriptive research type. The subjects of this study were the Head of Madrasah, Deputy Curriculum, teachers of MIN 1 Semarang, Students and Parents of MIN 1 Semarang. Data collection techniques were obtained from interviews, observations, and documentation. Data analysis techniques are: data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of the Child-Friendly Madrasah Program at MIN 1 Semarang has been carried out well, starting from preparation, planning, implementation, and evaluation. Furthermore, the obstacles found in implementing the Child-Friendly Madrasah at MIN 1 Semarang include internal and external obstacles. Internal obstacles include policies that are still not fully understood, the implementation of changing curricula, lack of trained educators and education personnel, facilities and infrastructure that do not meet needs, lack of children's participation space, and participation of parents and other parties that is not yet optimal. While external obstacles include limited support from the government and the community, limited access to technology and information, limited human resources, and lack of cooperation with other institutions. Related to the internal obstacles encountered, the solutions implemented by the madrasah are to collaborate with related parties and create clear policies, revise the curriculum every year according to needs, conduct dissemination and training, complete facilities and infrastructure gradually, provide wider opportunities for children to participate more, and embrace and maximize the role space that exists in the parent-teacher association. Meanwhile, solutions to external obstacles include strengthening communication more intensively, educating and socializing the use of gadgets wisely and correctly, holding training and workshops or the like, and improving communication and collaboration with related parties.

Penerapan Metode Role-Play pada Pembelajaran Bahasa Inggris di Madrasah Ibtidaiyah (MI) Purwanti, Purwanti; Umami, Mashlihatul
Jurnal Basicedu Vol. 9 No. 4 (2025): August
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i4.10553

Keterampilan berbicara merupakan salah satu keterampilan yang harus dikuasai peserta didik dalam belajar Bahasa Inggris, supaya mereka dapat menggunakannya secara aktif dan kominikatif. Tujuan penelitian ini adalah untuk menggambarkan penerapan metode peran dalam pengajaran Bahasa Inggris dan mengevaluasi dampaknya terhadap peningkatan keterampilan berbicara siswa di Madrasah Ibtidaiyah Swasta (MIS) Raudlatul Muta'allimin Pakis, Kecamatan Bringin, Kabupaten Semarang. Pendekatan kualitatif deskriptif digunakan, dengan data dikumpulkan melalui observasi, wawancara mendalam, dan dokumen. Temuan menunjukkan bahwa metode peran efektif dalam meningkatkan partisipasi aktif siswa, membangun kepercayaan diri, serta memperkuat penguasaan kosakata dan struktur kalimat dalam bahasa Inggris. Siswa menjadi lebih antusias dan bersedia berbicara, karena mereka terlibat dalam skenario pembelajaran yang mirip dengan konteks kehidupan nyata. Guru bertindak sebagai fasilitator, membimbing siswa melalui skenario komunikatif yang sederhana dan menarik. Meskipun menghadapi beberapa tantangan, seperti waktu yang terbatas dan kebutuhan akan bimbingan intensif, ternyata hasil penelitian tentang penerapan peran-peran terbukti membuat proses pembelajaran lebih interaktif dan bermakna. Studi ini merekomendasikan pengembangan lebih lanjut metode peran-peran sebagai strategi pengajaran alternatif untuk meningkatkan kemampuan berbicara bahasa Inggris siswa sekolah dasar

Penerapan Metode Role-Play pada Pembelajaran Bahasa Inggris di Madrasah Ibtidaiyah (MI) Purwanti, Purwanti; Umami, Mashlihatul
Jurnal Basicedu Vol. 9 No. 4 (2025): August
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i4.10553

Keterampilan berbicara merupakan salah satu keterampilan yang harus dikuasai peserta didik dalam belajar Bahasa Inggris, supaya mereka dapat menggunakannya secara aktif dan kominikatif. Tujuan penelitian ini adalah untuk menggambarkan penerapan metode peran dalam pengajaran Bahasa Inggris dan mengevaluasi dampaknya terhadap peningkatan keterampilan berbicara siswa di Madrasah Ibtidaiyah Swasta (MIS) Raudlatul Muta'allimin Pakis, Kecamatan Bringin, Kabupaten Semarang. Pendekatan kualitatif deskriptif digunakan, dengan data dikumpulkan melalui observasi, wawancara mendalam, dan dokumen. Temuan menunjukkan bahwa metode peran efektif dalam meningkatkan partisipasi aktif siswa, membangun kepercayaan diri, serta memperkuat penguasaan kosakata dan struktur kalimat dalam bahasa Inggris. Siswa menjadi lebih antusias dan bersedia berbicara, karena mereka terlibat dalam skenario pembelajaran yang mirip dengan konteks kehidupan nyata. Guru bertindak sebagai fasilitator, membimbing siswa melalui skenario komunikatif yang sederhana dan menarik. Meskipun menghadapi beberapa tantangan, seperti waktu yang terbatas dan kebutuhan akan bimbingan intensif, ternyata hasil penelitian tentang penerapan peran-peran terbukti membuat proses pembelajaran lebih interaktif dan bermakna. Studi ini merekomendasikan pengembangan lebih lanjut metode peran-peran sebagai strategi pengajaran alternatif untuk meningkatkan kemampuan berbicara bahasa Inggris siswa sekolah dasar

Peran Media Sosial Terhadap Pemerolehan Bahasa Anak Usia SD/MI Muallifah, Atika; Umami, Mashlihatul
Journal of Citizen Research and Development Vol 2, No 1 (2025): Mei 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jcrd.v2i1.5080

Pemerolehan bhasa anak Usia SD/MI memiliki tingkat pencapainya masing-masing sesuai dengan umur dan kemampuannnya masing-masing yang perlu diperthatikan oelh orang tua dan orang-orang terdekatnya. Media sosial memberi peran baik itu positif atau negatai terhadap perkembangan bahasa anak usia SD/MI. Peran Positifnya yaitu menambah pmbendaharaan kata, mengerti arti kata, memahami konsem kalimat, menambah rasa ingin tahu, media sebai alat stimulsi bahasa untuk anak. Sedangkan peran negatif terhadap pemerolehan bahasa anak usia SD/MI dalah pemerolehan bahasa tidak pantas, pemerolehen bahasa gaul, anak fanatik dnegan bahasa idolanya atau bahasa yutub dll, ganguan mutasi pada anak. Cara untuk meminimalisr peran negatif media sosial terhadap pemerolehan bahasa anak usia SD/MI adalah dengan memberi wadah sosialisasi kepada walimurid atau guru, guru menasehati siswa, orang tua memberi batasan waktu bermain gadget, orang tua meluangkan waktu untuk bermain dengan anak dan membuatkan permainan edukatif dengan anak

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