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All Journal PROJECT (Professional Journal of English Education) Erudita: Journal of English Language Teaching Zabags International Journal of Islamic Studies
M. Ali Ghufron
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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BUILDING ONLINE LEARNING COMMUNITY IN SYNCHRONOUS AND ASYNCHRONOUS LEARNING MODELS M. Ali Ghufron; Arditya Prayogi; Fitri Nurdianingsih
PROJECT (Professional Journal of English Education) Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, JANUARY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i1.p142-151

Abstract

This study aimed to describe the teachers' efforts in building online learning community (OLC) in synchronous and asynchronous learning models. This study employed a qualitative case study involving four teachers from 2 universities in Central Java and East Java, Indonesia. The data of this study were garnered through in-depth interviews and, then, were analyzed narratively. The findings revealed that OLC was reflected in three elements, i.e., cognitive presence, social presence, and teaching presence (Cleveland-Innes et al., 2018). To build OLC in both synchronous and asynchronous learning models, the teachers employed several strategies, e.g., doing an exploration phase through information exchanges, connecting ideas, and applying new ideas (cognitive presence), opening two-way communication and encouraging collaboration (social presence), explaining instructional materials and focusing discussion, and doing reflection and checking for students' understanding (teaching presence). The difference between OLC in synchronous and asynchronous learning models lies in the teaching mode. In the synchronous learning model, the OLC was built through video conferences, such as Zoom meetings or Google Meet. Meanwhile, the asynchronous learning model built the OLC through Moodle or Google Classroom and/or WhatsApp and Telegram discussion. This study concludes that teachers' pedagogical competence is pivotal in building OLC in synchronous and asynchronous learning models. 
The implementation of EFL online learning: how do the non-English department students perceive it? M. Ali Ghufron
Erudita: Journal of English Language Teaching Vol 1 No 1 (2021): Erudita: Journal of English Language Teaching
Publisher : English Language Education Study Program, Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v1i1.4451

Abstract

The COVID-19 outbreak influences nearly all facets of life, including education. This study conducted survey investigations to detect non-English students' views on the implementation of EFL online learning. This study used cross-sectional survey research designs employing questionnaires and interviews as data-gathering devices and procedures. The population of this study was all the first-graders of the Islamic Education Program of a State Institute for Islamic Studies situated in Central Java, Indonesia, in the academic year of 2020/2021. A number of 135 students took part as the sample of this study. The results of the study showed that there are three main phases of EFL online learning. First, at the preparation phase, they had high optimism of EFL online learning. Second, it turned into caution and forbearance at the implementation phase. At last, their optimistic level was increasing at the end (evaluation phase). This study means that it is not simple to retain the enthusiasm and optimism of students through EFL online study, particularly in non-English department classrooms. Teachers should be innovative in delivering instructions for learning, offering learning equipment, and selecting appropriate learning platforms. Teachers should also be able to comprehend pupils' psychological state to prevent boredom in online learning.
The Province of Jambi's Madrasah Education Development Strategy: Integrating Contemporary and Conventional Methods Alisyah Pitri; Nilfatri Nilfatri; Nooraini Othman; M. Ali Ghufron
Zabags International Journal of Islamic Studies Vol. 1 No. 1 (2024): Islamic Studies
Publisher : Zabags Qu Publish

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61233/zijis.v1i1.3

Abstract

The purpose of this study is to investigate the roles and tactics madrasahs employ in addressing the problems of globalization and curriculum changes, as well as the dynamics of madrasahs in Jambi with an emphasis on social, cultural, and educational changes that take place. With an ethnographic approach, this study employs a qualitative methodology. Because it can give a detailed picture of daily routines, interpersonal relationships, and community culture in madrasahs, this approach was selected. Comprehensive interviews, document analysis, and participant observation were used to gather data. The study's findings demonstrated that proactive curriculum adaptation and sensible management techniques are essential for madrasahs to succeed in surviving and growing in the face of international competition. The parental support system and the role of teachers are the obstacles that must be addressed. To guarantee the caliber of education at madrasahs going forward, it is advised that educators undergo regular review and training
Co-Authors Alisyah Pitri Fitri Nurdianingsih Nilfatri Nilfatri Nooraini Othman Prayogi, Arditya