Article Per Year (5 Year)
p-Index From 2021 - 2026
2.165
P-Index
This Author published in this journals
All Journal Scripta-English Department Journal JKPD : Jurnal Kajian Pendidikan Dasar Attaqwa: Jurnal Ilmu Pendidikan Islam Didaktik : Jurnal Ilmiah PGSD STKIP Subang ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Guiding World : Jurnal Bimbingan dan Konseling Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal AL-MAQASID: Jurnal Ilmu Kesyariahan dan Keperdataan Attaqwa:Jurnal Ilmu Pendidikan Islam Jurnal AL-MAQASID: Jurnal Ilmu Kesyariahan dan Keperdataan Journal of Citizen Research and Development JEELL (Journal of English Education, Linguistics and Literature) Studies in English Language and Education
Mashlihatul Umami
Universitas Islam Negeri Salatiga
Religion Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
Teachers’ digital literacy in implementing HOTS-based English class: Teachers’ awareness and challenges Annisa Astrid; Rizqy Dwi Amrina; Amalia Hasanah; Mashlihatul Umami
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1620

Abstract

This research investigates the awareness of Islamic senor high school (madrasah aliyah) English teachers in South Sumatera, Indonesia, on employing digital literacy in teaching HOTS-based English classes and the challenges they experienced in this process. The mixed-methods approach was used in this study. A Likert scale questionnaire was distributed to 100 English teachers of madrasah aliyah to gather quantitative data on teachers’ awareness. Meanwhile, interviews were conducted to explore the teachers’ challenges. The analysis using descriptive statistics shows that the teachers were aware of employing digital literacy in teaching HOTS-based English classes. Finally, the result of the thematic analysis of the qualitative data from the interviews reveals that the teachers face five challenges in implementing digital literacy to develop HOTS-based English classes, i.e., organizing time in managing HOTS-based learning with digital literacy, lack of appropriate digital materials for a certain level of students, choosing specific applications used to facilitate HOTS-based learning activities, lack of students’ English performance, and technical matters. These findings highlight the need for enhanced teacher training, better access to digital resources, and improved technological infrastructure to support HOTS-based learning. Finally, strengthening digital literacy skills and providing contextually relevant teaching materials can help maximize the effectiveness of digital integration in English class.
Implementasi Metode Storytelling Berbasis Digital Storybook Bermuatan Dongeng Lokal Dalam Menstimulasi Keterampilan Berbicara Siswa Putri Aulia; Mashlihatul Umami; Muhammad Syaiful Munir
JKPD (Jurnal Kajian Pendidikan Dasar) Vol. 11 No. 1 (2026): January 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan Univers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/bc8b4v73

Abstract

The main problem in language learning at the madrasah is the students' lack of self-confidence, passive attitude, and difficulty in systematically constructing sentences due to the dominance of conventional approaches and the lack of innovative media. This research aims to describe the implementation of a storytelling method based on digital storybooks containing local folktales to stimulate students' speaking skills. This study uses a qualitative approach with a case study design. The research subjects focused on 20 second-grade students and a class teacher at MI Miftahul ‘Ulum Jambeyan. Data collection was carried out through observation, semi-structured interviews, and documentation, which were then analyzed using an interactive thematic flow. The results showed that the implementation was carried out systematically through the planning, implementation, and evaluation stages. The involvement of the digital storybook proved to bring positive changes, characterized by an increase in students' confidence to perform, fluency in delivering the storyline, and vocabulary mastery. The conclusion of this study confirms that the application of a digital storybook-based storytelling method containing local folktales is highly effective in stimulating speaking skills because the material is relevant to the children's sociocultural environment, despite the research limitations on a small sample size.
EVALUASI MODEL CIPP PADA KURIKULUM UNGGULAN TAHFIDZ AL QUR'AN BERBASIS METODE QIROATI DI MI FALAHUL MUKMININ 02 PADAAN Umi Ivayatuz Zulva Nurmala; Mashlihatul Umami
Al-mujahidah Vol 7 No 2 (2026): Mei-Oktober
Publisher : Institut Agma Islam Hamzanwadi NW Lombok TImur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/al-mujahidah.v7i2.469

Abstract

Elementary religious specialization programs require strict quality control for graduation accountability. This study evaluates the context, input, process, and product of the Qiroati-based Al-Qur'an memorization program at MI Falahul Mukminin 02 Padaan. It also identifies strengths, weaknesses, and possible solutions. Using Stufflebeam’s CIPP model, this qualitative study collects data through interviews, observations, and analysis of curriculum documents. The context aligns closely with community needs. Eleven of seventeen teachers are officially certified (syahadah), though facilities are limited. The small-group teaching process is structured. However, independent review at home lacks support. Most students score between 70% and 84% in external (IMTAS) exams. The program’s main strength is its standardized expert teacher competence, which enhances the institution’s brand. Its biggest weakness is low parental involvement, which leads to students needing remedial help. Recommended solutions include partnership development via logbooks, peer mentoring for general teachers, and creative use of learning spaces.
Teachers' Strategies and Challenges in Integrating Religious Moderation Values into English Language Learning Classrooms Mashlihatul Umami; Nur Hasanah; Angelia Cipta Riska Nabella
Scripta : English Department Journal Vol. 13 No. 2 (2026)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/y9awbw24

Abstract

This study examines the strategies and challenges faced by English teachers in integrating religious moderation values into English language learning at Islamic Junior High Schools in Salatiga. Religious moderation, encompassing tolerance, justice, balance, and respect for diversity, serves as a crucial solution to addressing intolerance and extremism within educational settings. The study has the aims to understand the strategies employed by teachers, the challenges encountered, and the solutions implemented during the learning process. Employing a qualitative research methodology, data were collected through interviews, observations, and document analysis involving teachers from various madrasas. The findings indicate that teachers incorporate moderation values into teaching through the integration of learning objectives, the selection of relevant materials, and the use of participatory methods such as group discussions and text analysis. The strategies encompass planning, implementation, and evaluation stages. However, significant challenges arise, including time constraints, inflexible curriculum, and diverse student backgrounds. Proposed solutions include intensive teacher training, the development of moderation-based curricula, and the creation of inclusive school environments. This research contributes both practically and theoretically to advance the application of religious moderation values in educational contexts. It offers valuable insights for teachers, policymakers, and curriculum developers in fostering balanced and harmonious learning environments.
Co-Authors Agus Setiyono Ahya Fathul Khoeriyah Alfina Eka Ri’ayatul K. Amalia Hasanah Angelia Cipta Riska Nabella Annisa Astrid Atika Muallifah Diah Nuraini Melina Widyawati Muhammad Syaiful Munir Nadia Himmatul Aliyyah Nia Kurniawati Niken Ayu Syaharani Nur Hasanah Nur Laela Putri Aulia Rizqy Dwi Amrina Sri Handayani Trista Ayu Farasya Umi Ivayatuz Zulva Nurmala