Garuda - Garba Rujukan Digital

Peningkatan Kompetensi Guru Madrasah Ibtidaiyah Melalui Training Media Pembelajaran Berbasis Augmented Reality M. Ali Ghufron; Qurrota A’yun; M. Rifky Aditya; Mochammad Arfy Mustaqim; Mokhamad Ghulam Ainul Khaq
Media Abdimas Vol 1 No 3 (2022): Jurnal Media Abdimas Vol 1 No 3 Bulan November 2022
Publisher : Universitas Persada Indonesia YAI

Istilah "augmented reality", atau "AR", mengacu pada teknologi yang memungkinkan integrasi mulusmateri digital yang dihasilkan komputer dengan lingkungan fisik secara real time. Karena dapatmenggambarkan wujud nyata dari suatu fenomena, maka memanfaatkan media ini untuk pembelajaransangat dianjurkan karena hal itu akan menghidupkan proses pembelajaran yang sebelumnya membosankan.Namun ada kendala tidak semua guru bisa mengajukan lamaran. Oleh karena itu, sebagai bagian dari proyekpengabdian masyarakat ini, instruktur Madrasah Ibtidaiyah di Kabupaten Pekalongan akan mendapatkanpelatihan dan pendampingan dalam pengembangan aplikasi augmented reality. Hasil dari programpengabdian kepada masyarakat ini menunjukkan bahwa sebagian besar peserta merasa telah mendapatkanpengetahuan yang berguna tentang pengembangan aplikasi augmented reality sebagai hasil dari partisipasimereka. Hal ini dibuktikan dengan mayoritas peserta yang memberikan tanggapan positif terhadap kegiatanyang telah dilaksanakan.

Pelatihan analisis data dikotomus dengan bantuan program quest bagi guru sekolah menengah pertama M. Zainudin; Anita Dewi Utami; M. Ali Ghufron; Anis Umi Khoirotunnisa
BEMAS: Jurnal Bermasyarakat Vol 3 No 2 (2023): BEMAS: Jurnal Bermasyarakat
Publisher : LPPMPK-Sekolah Tinggi Teknologi Muhammadiyah Cileungsi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37373/bemas.v3i2.335

The purpose of this Community Service (PKM) is to improve the ability of junior high school teachers in conducting data analysis using quests. Training was the method used in this community empowerment progam. There are lectures, questions and answers, and practice as parts of the training. Thirteen teachers from junior high schools in the Balen District of the Bojonegoro Regency in East Java took part in this program. The N-gain test was used to measure how much participants' skills have improved, and the percentage of test participants' answers were used to analyze the data. The results of this community service can improve the ability of trainees to perform dichotomous data analysis with the help of the quest program. The average satisfaction of the dichotomous data analysis training participants with the help of the quest program in terms of the material, committee, atmosphere, and media aspects used in the training was more than 81.26 or in the satisfied category

The Relevance of English Teaching Materials for Primary Schools with Religious Moderation Values: A Review M. Ali Ghufron; Taufiqur Rohman; M. Rifki Aditia
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 11, No 1 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i1.10971

This research aimed to evaluate the relevance of the English teaching materials in the textbook “My Next Words (For Elementary School 5)” concerning the values of religious moderation as adopted in primary schools. The textbook has received endorsement from the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia, highlighting the importance of evaluating its alignment with the government's religious moderation standards. The research methodology employed content analysis of the textbook to identify content related to religious moderation values. Surveys and interviews with elementary school teachers using this textbook provided insights into its utilization and its reflection of religious moderation values in teaching practices. The results indicated that the textbook primarily focuses on language skills, with limited integration of religious moderation values. It lacks sensitive language usage and activities promoting interfaith understanding. However, it does feature diverse character names associated with specific religious groups and incorporates some aspects of cultural diversity. Educators expressed the importance of integrating religious moderation values into English language teaching materials, but they found the current materials lacking in this regard. In conclusion, the textbook “My Next Words: For Elementary School” for Grade V requires improvements to better integrate religious moderation values. These enhancements will contribute to a more inclusive and relevant English language learning experience for elementary school students, fostering tolerance and interfaith harmony.

The Relevance of English Teaching Materials for Primary Schools with Religious Moderation Values: A Review M. Ali Ghufron; Taufiqur Rohman; M. Rifki Aditia
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i1.10971

This research aimed to evaluate the relevance of the English teaching materials in the textbook â€œMy Next Words (For Elementary School 5)â€ concerning the values of religious moderation as adopted in primary schools. The textbook has received endorsement from the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia, highlighting the importance of evaluating its alignment with the government's religious moderation standards. The research methodology employed content analysis of the textbook to identify content related to religious moderation values. Surveys and interviews with elementary school teachers using this textbook provided insights into its utilization and its reflection of religious moderation values in teaching practices. The results indicated that the textbook primarily focuses on language skills, with limited integration of religious moderation values. It lacks sensitive language usage and activities promoting interfaith understanding. However, it does feature diverse character names associated with specific religious groups and incorporates some aspects of cultural diversity. Educators expressed the importance of integrating religious moderation values into English language teaching materials, but they found the current materials lacking in this regard. In conclusion, the textbook â€œMy Next Words: For Elementary Schoolâ€ for Grade V requires improvements to better integrate religious moderation values. These enhancements will contribute to a more inclusive and relevant English language learning experience for elementary school students, fostering tolerance and interfaith harmony.

Nationalism Values In Arabic Textbooks: An Analysis Of Indonesian Ministry Of Religious Affairs-Endorsed Arabic Textbooks Muhamad Jaeni; M. Ali Ghufron; Muassomah Muassomah
Ijaz Arabi Journal of Arabic Learning Vol 8, No 1 (2025): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i1.28993

Arabic textbooks function as language learning tools and vehicles for instilling nationalist values. This study uses content analysis to examine three Arabic textbooks the Ministry of Religious Affairs endorsed, focusing on representations of nationalism, symbols, and directives within Arabic and local cultural contexts. The findings reveal that the textbooks emphasize fundamental values of nationalism, including patriotism, tolerance, fraternity, and environmental care. Verbal representations highlight a love for Indonesia and religious understanding, while visual representations, such as historical structures and natural scenery, reinforce patriotism, unity, cultural appreciation, and environmental stewardship. Through Arabic language education, students are encouraged to embrace their national identity, foster cross-cultural understanding, and contribute positively to Indonesian society. This study underscores the role of Arabic textbooks in promoting nationalist values and shaping responsible citizens committed to Indonesia's progress and well-being.

Religious Understanding Transformation in Kitab Kuning Studies: A Phenomenological Study on Reflection, Internalization, and Social Praxis of Congregants Farkhan Syahrul Mubarok; Nor Aini Wijayanti; Marzuqo Septianto; M. Ali Ghufron
Research Journal on Teacher Professional Development Vol. 4 No. 02 (2026): Online First
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i02.34004

The study of yellow books at the grassroots level plays a strategic role in shaping Islamic literacy, but its dynamics are often reduced to the mere transfer of external knowledge. This study aims to explore in-depth the experiences of congregations in transforming religious understanding through the study of yellow books. This study uses a qualitative approach with a phenomenological design. Data were collected through in-depth interviews, participant observation, and documentation from two kyai and five congregations in Pemalang Regency, which were analyzed using reflexive thematic analysis. The results show that 1) the transformation of religious understanding begins with cognitive disorientation towards classical texts, which is analyzed through the dialogical pedagogical mediation of the kyai; 2) the process of critical reflection and negotiation of meaning facilitates the internalization of values, where teachings are no longer viewed as external doctrines but are incorporated into personal identity; and 3) this internalization is manifested in a substantial increase in the quality of ritual worship, changes in patterns of social interaction to be more moderate and inclusive, and increased psychological resilience. This study concludes that the study of yellow books functions as a transformative catalyst that revitalizes the Islamic intellectual tradition to respond to the challenges of polarization. These findings offer a crucial bottom-up perspective for strengthening religious moderation and developing a reflective religious education curriculum.

Religious Language as Ecological Discourse: A Sociolinguistic Analysis of Ecotheological Narratives in Indonesian Islamic Boarding Schools Muhamad Jaeni; M. Ali Ghufron; Slamet Nurchamid
ADDIN Vol 20, No 2 (2026): ADDIN
Publisher : LPPM IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v20i2.38784

This study examines how three religious leaders, kyai (Islamic religious figures) and ustadz (Islamic teachers), in Indonesian pesantren (Islamic boarding school) linguistically construct ecotheological narratives that frame environmental care as a religious duty rather than a civic option. Using ecolinguistics and critical discourse analysis, it analyzes semi-structured interview transcripts coded for lexical choice, metaphor, legitimation strategy, intertextuality, moral framing, and identity construction. All three informants legitimize ecological stewardship through scriptural authorization, mythopoetic narrative, and rationalization, reframing it as ibadah ghairu mahdhah (non-ritual worship). They converge on a shared khalifah-centered (vicegerency) lexicon while diverging in secular vocabularies—sustainability, organic economy, media literacy—each weaving into that lexicon through distinct intertextual chains. The study argues that Islamic ecotheology in these pesantren functions not only as doctrine but as a discourse genre with recognizable linguistic signatures, in which metaphor and narrative carry as much persuasive weight as scriptural citation.

Intercultural Dynamics in English Language Learning at Islamic Schools: Impacts on Student Islamic Identity Construction in a Culturally Pluralistic Context M. Ali Ghufron; Ahmad Taufiq; Ali Usman Firdaus
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.85011

The dynamics of intercultural communication and language acquisition are very important in Islamic schools, where English language learning intersects with the formation of students' Islamic identity. This study aims to analyze the intercultural dynamics in English language learning in Islamic schools and its impact on the construction of students' Islamic identity in a pluralistic cultural context. This study uses a qualitative approach with a case study method. The subjects of this study were students in grades X, XI, and XII in four selected schools, as well as English teachers who teach in these classes. Then, for in-depth interviews, subjects were selected purposively. The data for this study were collected through in-depth interviews and questionnaires. The research data were analyzed using thematic analysis. The results of the thematic analysis of the data indicate that students face significant intercultural challenges, including linguistic barriers, cultural misunderstandings, and limited exposure to English outside the classroom. These challenges often create tensions as students try to balance the pressure to adopt a global identity and maintain their local cultural and religious values. The findings of this study indicate that although most students considered the impact of English language learning on their Islamic identity to be neutral (having neither positive nor negative effects), a number of students experienced positive reinforcement or potential conflict in their identity construction.

Video Blogs (Vlogs) as a Learning Medium: Implications for Enhancing Student Tolerance Ahmad Isa Abdallah; Durrotul Hikmah Yuliangsih; M. Ali Ghufron; Kanaya Mada Pratama
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 5 No 2 (2026): Jurnal Ilmu Pendidikan Dasar Indonesia
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v5i2.5948

The limited use of digital learning media that present real-life practices of religious moderation poses a challenge to strengthening students' tolerance in higher education. This study aimed to examine changes in students' tolerance scores following the use of a religious moderation vlog featuring Linggoasri Village at UIN K.H. Abdurrahman Wahid Pekalongan. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design, supplemented by interviews to provide further insights into the quantitative findings. The participants were 47 students selected through purposive sampling. Data were collected using tolerance questionnaires and interviews, then analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon Signed-Rank Test, and effect size analysis. The mean tolerance score increased from 53.51 in the pretest to 73.51 in the posttest. The Wilcoxon Signed-Rank Test indicated a statistically significant difference between pretest and posttest scores (Z = −5.040, p < .001), with a large effect size (r ≈ 0.73). All participants recorded higher posttest scores than pretest scores. Interview findings further suggested that the vlog provided an engaging, contextual, and reflective learning experience that helped students understand tolerance through visual representations of religious moderation practices in Linggoasri Village. These findings suggest that the use of religious moderation vlogs was associated with increased student tolerance scores and may offer a promising approach to supporting religious moderation education in higher education.

Religious Language as Ecological Discourse: A Sociolinguistic Analysis of Ecotheological Narratives in Indonesian Islamic Boarding Schools Muhamad Jaeni; M. Ali Ghufron; Slamet Nurchamid
ADDIN Vol 20, No 2 (2026): ADDIN
Publisher : LPPM IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v20i2.38784

This study examines how three religious leaders, kyai (Islamic religious figures) and ustadz (Islamic teachers), in Indonesian pesantren (Islamic boarding school) linguistically construct ecotheological narratives that frame environmental care as a religious duty rather than a civic option. Using ecolinguistics and critical discourse analysis, it analyzes semi-structured interview transcripts coded for lexical choice, metaphor, legitimation strategy, intertextuality, moral framing, and identity construction. All three informants legitimize ecological stewardship through scriptural authorization, mythopoetic narrative, and rationalization, reframing it as ibadah ghairu mahdhah (non-ritual worship). They converge on a shared khalifah-centered (vicegerency) lexicon while diverging in secular vocabularies—sustainability, organic economy, media literacy—each weaving into that lexicon through distinct intertextual chains. The study argues that Islamic ecotheology in these pesantren functions not only as doctrine but as a discourse genre with recognizable linguistic signatures, in which metaphor and narrative carry as much persuasive weight as scriptural citation.

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