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All Journal Jurnal Pengabdian kepada Masyarakat Nusantara Women, Education, and Social Welfare
Yuliana Afifah
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Pelatihan Publikasi Ilmiah Pada Jurnal Nasional Terakreditasi Bagi Mahasiswa Ajuzar Fiqhi; Mahmud MY; Indah Nurul Hazairin; Fransisko Chaniago; Suci Fitriani; Sri Ramdayeni Sakunti; Summiyani Summiyani; Yuliana Afifah
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 4 No. 2 (2023): Jurnal Pengabdian kepada Masyarakat Nusantara (JPkMN)
Publisher : Cv. Utility Project Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v4i2.975

Abstract

Pengabdian kepada masyarakat “Pelatihan Publikasi Ilmiah pada Jurnal Nasional Terakreditasi bagi Mahasiswa Sekolah Tinggi Ilmu Ekonomi Syari’ah Al-Mujaddid” dilatarbelakangi oleh potensi yang perlu diberdayakan akibat rendahnya angka publikasi ilmiah mahasiswa STIES Al-Mujaddid sedangkan setiap mahasiswa yang akan menyelesaikan pendidikan harus merencanakan, melaksanakan, hingga melaporkan hasil penelitian melalui penulisan skripsi. Tingginya potensi akan publikasi dari hasil penelitian mahasiswa tersebut, mendorong terciptanya pelatihan publikasi ilmiah pada jurnal nasional terakreditasi ini. Metode pengabdian ini menerapakan pendekatan ABCD. Pelatihan ini bertujuan untuk melatih mahasiswa mempublikasikan hasil penelitian di jurnal nasional terakreditasi. Pelatihan ini berhasil meningkatkan pengetahuan dan keterampilan mahasiswa mengenai bentuk publikasi ilmiah, persyaratan publikasi ilmiah, sistematika penulisan artikel penelitian untuk publikasi ilmiah berstandar nasional, strategi penentuan jurnal yang relevan dengan disiplin ilmu, dan tahapan publikasi ilmiah. Berdasarkan survei hasil pelatihan, peserta memberikan tanggapan positif terhadap manfaat yang diperoleh dari pelatihan ini dan mengakui adanya peningkatan pemahaman publikasi ilmiah di jurnal nasional terakreditasi antara sebelum dan sesudah mengikuti pelatihan.
Structured Questioning for Equitable Classroom Participation and Higher-Order Moral Reasoning in Aqidah Akhlak Education Roslaini; Yuliana Afifah; Ismail Fahri; M Thontawi; Husarida
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.573

Abstract

Aqidah Akhlak learning in madrasahs often emphasizes memorization and teacher-centered instruction, limiting students’ opportunities to engage in analytical, evaluative, and creative moral reasoning. This study aimed to enhance students’ higher-order thinking skills through structured questioning techniques in Aqidah Akhlak learning. Using Classroom Action Research, the study was conducted in two cycles involving 26 eleventh-grade science students at an Islamic senior high school in Jambi, Indonesia. Each cycle consisted of planning, action, observation, and reflection. Data were collected through HOTS-based written tests, classroom observation sheets, teacher interviews, field notes, and documentation. The intervention used open-ended, probing, evaluative, and reflective questions supported by scaffolding, wait time, peer discussion, and constructive feedback. The findings showed a substantial improvement in students’ classroom participation and HOTS achievement. Active participation increased from 38.5% in Cycle I to 73.1% in Cycle II, while the mean HOTS score rose from 68.4 to 82.7. The proportion of students achieving the minimum mastery criterion also increased from 57.7% to 84.6%. Improvements were observed across analysis, evaluation, and creation dimensions. These findings indicate that structured questioning techniques can transform Aqidah Akhlak learning into a more dialogic, reflective, and inclusive process that supports students’ moral reasoning and higher-order thinking.
Co-Authors Ajuzar Fiqhi Fransisko Chaniago Husarida Indah Nurul Hazairin Ismail Fahri M Thontawi Mahmud MY Roslaini Sri Ramdayeni Sakunti Suci Fitriani Summiyani Summiyani