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Tira Nur Fitria, Tira Nur

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Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Physics Social Sciences Other

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More Than Just a Sticker: The Semiotic Analysis and Religious Dimensions of Indonesian Halal Labels Fitria, Tira Nur
Jurnal Ilmiah Ekonomi Islam Vol. 11 No. 04 (2025): JIEI : Vol. 11, No. 04, 2025
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v11i04.17923

This study is to explore and analyse the semiotic meanings and religious dimensions embedded within Indonesian halal labels. This study employs a library research method. The semiotic interpretation of the halal logo using Roland Barthes’ model reveals the deeper cultural, religious, and ideological meanings behind its visual elements. This involves analyzing the signifier, signified, symbolic meaning, and cultural code embedded in its visual elements. More than just a regulatory mark, the halal logo serves as a powerful symbol that conveys spiritual and social significance to both Muslim and non-Muslim audiences. Even when presented as a small sticker, the halal label still functions as a meaningful signifier—it becomes a portable emblem of Islamic values, purity, and legitimacy that consumers actively seek and trust in various commercial settings. The semiotic analysis aims to uncover the deeper religious, cultural, and symbolic dimensions behind the visual elements of the halal logo. The signifiers—such as Arabic calligraphy, gunungan (mountain-like shapes) inspired by wayang, the use of purple color, and geometric balance—reflect Islamic values and national cultural identity. These elements convey signified meanings like religious legitimacy, spiritual dignity, and consumer trust. Together, they create a symbolic system representing purity, faith, and ethical consumption. The logo also reflects broader cultural codes, including Islamic law, national pride, consumer protection, and branding strategy, making it a powerful tool of communication. Moreover, halal labels hold strong religious significance—they guide Muslim consumers toward sharia-compliant products, support moral values, and act as instruments of religious identity and da’wah in everyday life and global markets. Understanding the semiotic and religious dimensions of halal labels is crucial because they not only inform purchasing decisions but also reflect deeper beliefs and cultural narratives embedded in modern society. Besides, the religious dimensions of Indonesian halal labels reflect deep-rooted Islamic values that extend beyond product certification. They ensure sharia compliance, foster consumer trust, and promote spiritual and ethical consumption. Halal labels serve as religious symbols that guide behavior, reinforce Muslim identity, and act as tools of governance and da’wah. Seen as a form of worship, halal consumption nurtures moral discipline and communal protection. These labels offer spiritual reassurance, symbolize divine blessing (barakah), and strengthen religious legitimacy. As identity markers, they help Islamize public spaces and encourage both Muslim solidarity and interfaith engagement. Ultimately, halal labels connect faith with modern commerce and support the spread of a halal lifestyle in global and local contexts.

Linguistic Strategies of Religious Framing in Islamic Crowdfunding Platforms Fitria, Tira Nur
Jurnal Ilmiah Ekonomi Islam Vol. 11 No. 05 (2025): JIEI : Vol. 11, No. 05, 2025
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v11i05.18325

This research aims to explore how religious language and discourse strategies are employed in Indonesian Islamic crowdfunding platforms to construct persuasive religious framing. The primary focus is on how Quranic expressions, Islamic moral appeals, and religious vocabulary are integrated into online campaign content—such as websites and social media—to influence donor perceptions, build institutional trust, and inspire charitable behavior. Through this study, the goal is to gain deeper insight into how religious discourse serves as both a legitimizing force and a persuasive tool within the digital Islamic economy, particularly in shaping the Islamic identity and credibility of philanthropic platforms like Dompet Dhuafa. The qualitative analysis of Dompet Dhuafa’s crowdfunding campaign texts identifies several linguistic techniques used to frame charity as a spiritually significant and socially impactful act. These strategies include religious lexical choices rooted in Islamic jurisprudence, eschatological appeals to afterlife rewards, emotionally resonant language to foster a sense of community, and clear calls to action supported by credibility claims. Campaigns are also contextualized within the Islamic calendar to enhance relevance and urgency, while moral appeals tie giving to broader ethical goals like promoting justice and preventing social harm. These discourse patterns collectively position sedekah as not merely a donation but an expression of faith, communal solidarity, and ethical responsibility. In addition, the campaigns make effective use of Qur’anic and prophetic references to deepen their spiritual appeal and strengthen religious framing. Thematic elements such as reward multiplication, spiritual purification, and paradoxical religious logic—where giving leads to increase—are drawn from Islamic scripture and Hadith. These messages not only motivate giving through fear and hope related to the afterlife but also encourage sincere, humble, and intentional acts of charity. By incorporating prophetic authority and embedding sedekah within both personal piety and ethical commerce, Dompet Dhuafa’s linguistic strategies succeed in constructing a powerful religious narrative that connects divine accountability, social justice, and digital philanthropy in a uniquely Islamic way. The language used in Dompet Dhuafa’s crowdfunding campaign strategically blends emotional appeal, religious motivation, and institutional trust to encourage donations. It employs Islamic terms, Quranic verses, and hadiths to emphasize the spiritual benefits of charity. Through inclusive calls-to-action, moral persuasion, and cultural framing, the campaign positions giving as both a personal act of worship and a communal responsibility, reinforcing its credibility and aligning with Islamic values.

Game-Based Learning in Teaching Islamic Banking: A Role-Play Approach to Enhance Students’ Engagement and Understanding Among Sharia Economics Students Fitria, Tira Nur
Jurnal Ilmiah Ekonomi Islam Vol. 11 No. 06 (2025): JIEI : Vol. 11, No. 06, 2025
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v11i06.18485

This research describes the use of Game-Based Learning (GBL), specifically through a role-play approach, in teaching Islamic banking concepts to Sharia Economics students. This study aims to understand how role-play activities—such as acting as a teller, customer role-play, and customer service–customer role-play simulation in simulated Islamic banking transactions. This study adopts a library research design to examine the effectiveness of GBL through role-play simulations in Islamic banking education by analyzing and synthesizing findings from previous empirical studies conducted between 2015 and 2025 in the field of Sharia Economics. The author selected the Teller–Customer and Customer Service–Customer simulations because these roles represent the essential front-line interactions in Islamic financial institutions, where ethical service, effective communication, and strict Sharia compliance are fundamental. Through these real-world simulations, the study successfully transformed traditional, theory-based classroom instruction into a practice-oriented and ethically grounded learning experience. This approach enabled students to develop not only technical competence in Sharia-based financial transactions but also the moral awareness and interpersonal skills necessary for professional performance in the Islamic finance industry. The Teller–Customer simulation provided an interactive, experiential learning environment that connected theoretical Islamic financial concepts with practical application. Students performed realistic teller–customer interactions in a simulated Sharia banking setting, engaging in tasks such as account opening, zakat deposits, and murābaḥah financing. This hands-on experience allowed them to apply Islamic ethical principles such as amānah (trust), ʿadl (justice), and ikhlāṣ (sincerity) in real communication and transaction scenarios. Under instructor supervision, the simulation developed students’ technical competence in handling Islamic banking operations and soft skills such as empathy, communication, and professionalism. Reflection sessions reinforced their moral reasoning, honesty, and fairness, transforming the classroom into a space for both intellectual and ethical growth. Similarly, the Customer Service–Customer simulation immersed students in realistic Sharia-compliant service interactions, emphasizing the integration of knowledge (‘ilm), practice (‘amal), and ethics (akhlāq). Students alternated between the roles of Customer Service Officers (CSOs) and Customers to experience firsthand the values and practices of Islamic banking professionalism. Guided by instructors acting as Sharia supervisors, they engaged in scenarios like product inquiries, complaint resolution, and financing guidance while upholding Islamic communication ethics (adab al-khithāb). The simulation improved students’ mastery of Islamic banking concepts—such as murābaḥah, mudārabah, and wadi‘ah—while fostering ethical traits like honesty, justice, and compassion. Both simulations demonstrated that Game-Based Learning (GBL) through role-play effectively bridges theory and practice, nurturing competence, confidence, and moral integrity in students preparing for careers in Islamic financial institutions.

Management and Utilization of Students’ Leftover Food to Reduce Food Waste in the Free Nutritious Meal (MBG) Program: An Islamic Economics Perspective and Integrative Educational Insight Fitria, Tira Nur
Jurnal Ilmiah Ekonomi Islam Vol. 11 No. 06 (2025): JIEI : Vol. 11, No. 06, 2025
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v11i06.19090

This study aims to examine how the management and utilization of students’ leftover food in the Free Nutritious Meal (MBG) Program is viewed through an Islamic economics perspective and its integrative educational value. This study employs a library research design. The analysis shows that the utilization of leftovers from the Free Nutritious Meal (MBG) program reflects core principles of Islamic economics by transforming food surplus into ethically productive resources rather than waste. Practices such as converting leftovers into animal feed, compost, maggot protein, or reprocessed food demonstrate the avoidance of isrāf (wastefulness) and promote moderation (wasatiyyah) in consumption. These efforts ensure that public resources intended for social welfare continue to generate value beyond their primary use. From an Islamic economic perspective, MBG leftover utilization realizes maṣlaḥah (public benefit) by producing multidimensional outcomes, including environmental cleanliness, cost efficiency, educational enrichment, and social welfare. The responsible management of leftovers reflects amanah (trust and accountability), as schools and communities actively assume stewardship over public resources. Collectively, these practices form an emerging Sharia-compliant circular economy, where resources circulate through productive cycles in line with ethical and sustainability principles. Moreover, collaborative management of MBG leftovers strengthens ta‘āwun (cooperation) and social solidarity, while achieving iqtiṣād (balanced efficiency) and ‘adl (justice) without exploitation. By engaging students and communities in ethical consumption and production, these initiatives foster akhlaq iqtisadiyyah, embedding Islamic economic values into everyday behavior. Overall, MBG leftover utilization illustrates how public nutrition programs can operationalize Islamic economic ethics at the grassroots level, addressing food waste, sustainability, and social responsibility in an integrated and practical manner. The utilization of leftovers from the Free Nutritious Meal (MBG) Program serves as an integrative educational practice that simultaneously strengthens student character, promotes environmental sustainability, and enhances economic efficiency. Through hands-on activities such as composting, waste sorting, animal feed production, and food reuse, students internalize ethical values—responsibility (amanah), moderation (wasatiyyah), cooperation (ta‘āwun), and environmental stewardship (khilāfah)—through daily experience rather than abstract instruction. These practices foster creativity, problem-solving, leadership, and integrity in consumption behavior, while positioning schools as experiential and interdisciplinary learning spaces that integrate scientific, economic, civic, and religious perspectives. At both institutional and social levels, MBG leftover management encourages accountability, ethical governance, and community influence, transforming schools into role models of sustainable practice. Overall, MBG leftover utilization elevates the program into a comprehensive educational instrument where character formation, ethical resource management, and sustainable public welfare are deeply interconnected.

English Lecturers' Difficulties in Teaching English for Specific Purposes (ESP) in Various Higher Education in Indonesia Fitria, Tira Nur
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19178

This research investigates the English lecturers’ difficulties in teaching English for Specific Purposes (ESP) in higher education. This research is descriptive qualitative. There are 58 English lecturers from various higher education involved in this research. The analysis shows that the most dominant English lecturers teach ESP in the 2nd semester. Besides, in the 1st, and 3rd semesters. English skills taught by English lecturers in ESP courses are speaking, writing, reading, speaking, vocabulary, and translation. Speaking skills is the difficult English skill taught by them in the ESP course. The most dominant English lecturers have been teaching ESP for more than 5 years. They state that teaching ESP requires more challenges than teaching EGP (English for General Purposes). In the implementation of teaching ESP, they face several difficulties including) 1) making syllabi and lesson plans. 2) making ESP course materials according to student needs. 3) selecting and using learning methods. 4) getting ESP textbooks related to student needs. 5) making/creating ESP textbooks related to student needs. 6) difference in students' English proficiency levels. 7) difference in the level of student's motivation to learn English. 8) different levels of students' awareness of the importance of ESP. 9) the institution’s policy related to the ESP course curriculum has not been clearly stated. 10) institutional policies related to facility policies are not adequate. 11) the number of lectures/credits, and the number of semesters in the ESP course are not as expected. 12) compensation (income) in teaching ESP courses is not expected.

BAAMBOOZLE IN ENGLISH LANGUAGE LEARNING: A SIMULATION OF EDUCATIONAL GAMIFICATION FOR ENGLISH LANGUAGE LEARNERS (ELLS) Fitria, Tira Nur
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 2 (2026): ELite Journal (Volume 6 Number 2, April 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n2.p68-83

This research simulates the creation of Baamboozle as an educational gamification for English language learners. This research is descriptive qualitative research. The analysis shows that Baamboozle emerges as a user-friendly platform facilitating interactive quiz game creation and play, enhancing learning engagement and enjoyment. Its intuitive design and simple registration process grant easy access to a diverse array of educational resources and games. Key features like My Library, Games, Blog, and Search Games equip users with comprehensive tools for organizing, discovering, and accessing tailored quiz games. Baamboozle's clean interface and vibrant graphics foster an inviting atmosphere conducive to interactive learning experiences. Users can leverage its game creation features, such as visual elements and privacy options, to customize learning materials according to their preferences. Moreover, Baamboozle fosters collaboration and discussion among users, enriching the learning journey. Following the provided steps, users can effortlessly generate personalized quiz games to supplement English language learning. Baamboozle proves invaluable for enhancing English language education through engaging educational game creation. Its user-friendly interface empowers teachers to design games aligned with curriculum objectives and student interests, fostering creativity and content integration. Utilizing features like timers and leaderboards adds competition and motivation to the learning process. Support and training ensure effective Baamboozle utilization, maximizing its potential to enhance students' English proficiency. Prioritizing creativity, content integration, student engagement, regular evaluation, feature utilization, collaboration, and ongoing support and training can optimize Baamboozle's role in English language education.

Teaching English to the University Students by Using â€œWall Magazineâ€ Media as a Project Based Learning Fitria, Tira Nur
JET ADI BUANA Vol 4 No 1 (2019): Volume 4 Number 01 April 2019
Publisher : Universitas PGRI Adi Buana Surabaya

This research is to describe the implementation of Project-based Learning by using the media of wall magazine as the studentsâ€™ project in teaching English to the students of STIE AAS Surakarta. This study is descriptive qualitative research. From the result of this research, there are some steps in implementing project-based learning, they are 1) Setting the stage for students with real-life samples of the projects they will be doing. 2) Taking on the role of project designers, possibly establishing a forum for display or competition. 3) Discussing and accumulating the background information needed for their designs. 4). Negotiating the criteria for evaluating the projects. 5). Accumulating the materials necessary for the project. 6). Creating their projects. 7). Preparing to present their projects. 8). Presenting their projects. 9). Reflecting on the process and evaluating the projects based on the criteria established. By using wall magazine also bring some advantages for the students in their learning process. Project-based Learning shows the studentsâ€™ participation of their competitive work in class and gives the students opportunities to share their individual opinion and information with their group's members in order to arrange their ideas and achieve their projects. Project-based Learning creates a positive atmosphere which allows the students to be more creative in learning English

Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT) Fitria, Tira Nur
JET ADI BUANA Vol 5 No 01 (2020): Volume 05 Number 01 April 2020
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v5.n01.2020.2276

This article will provide 1) general overview and aniani4d course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English bolawins for Specific Purposes (ESP). In the kamislot field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students bolawins. It refers to teaching a specific genre of English for students with specific hagoslot goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the wede168 activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.

Students’ Perspectives on Using Natural Reader to Support TOEFL Listening Practice: An Experience-Based Study Fitria, Tira Nur
Langue (Journal of Language and Education) Vol. 4 No. 1 (2025): Langue (Journal of Language and Education)
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/langue.v4i1.48095

This research describes students’ perspectives and experiences in using Natural Reader to support learning TOEFL listening practice. This research uses a descriptive qualitative method. Students generally have a good understanding of how to use Natural Reader for TOEFL listening practice, appreciating its key features like adjustable speed, voice options, and offline use. While feedback on its features is mostly positive, some find certain functions less effective or challenging, and there are concerns about the AI voice’s naturalness and the limitations of the free version. Natural Reader is viewed as helpful for improving listening skills, boosting confidence, aiding vocabulary, and maintaining focus, though some question its effectiveness with more complex listening tasks. The tool is praised for clear audio, flexibility, and user-friendliness, with many motivated to continue using it and recommending it for TOEFL preparation. However, drawbacks include a monotonous voice, potential boredom with prolonged use, technical issues, and a preference among some students for original audio or teacher guidance. Overall, Natural Reader positively influences motivation and confidence, reduces anxiety, and is seen as suitable for both self-study and classroom use, though some learners still prefer alternative materials. Several studies have explored the use of Text-to-Speech (TTS) technology to enhance English listening skills. Overall, these studies confirm the growing effectiveness and versatility of TTS in listening comprehension development.

Using ChatBot-Based Artificial Intelligence (AI) for Writing an English Essay: The Ability of ChatGPT, Perplexity AI, and ChatSonic Fitria, Tira Nur
Journal of Language Intelligence and Culture Vol. 6 No. 2 (2024): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v6i2.139

This study investigates the effectiveness of advanced AI chatbots, including ChatGPT, Perplexity AI, and ChatSonic, in generating argumentative essays. Employing a descriptive qualitative approach, the research analyzed data collected through document review. In-depth analysis revealed that these AI chatbots are highly capable of producing persuasive essays. The chatbots generate text that aligns with the given topic by responding to specific prompts. The more detailed the prompt, the more relevant and informative the generated content. Additionally, ChatGPT and Perplexity AI offer valuable writing tips and even suggest online resources for further assistance. However, it is essential to acknowledge the limitations of AI and balance their use with human development and the cultivation of student writing skills.

Co-Authors Abdullah Zailani Afdaleni Agus Marimin, Agus Aisah, Tutik Al Azizah, Khansa Al Muslim, Mujahid Azizah, Fadillah Nur Bayu Kurniawan Damayanti, Putri Ayu Dewi Muliasari Dewi Setyoningsih Eko Ari Wibowo Fatihah Wari Nurjanah Hadi Samanto Hadi Samanto, Hadi Hadi, Samanto Hidayatullah, Bima Ifan Iskandar Indra Lila Kusuma Indra Lila Kusuma, Indra Lila Kartika Cahyaningtyas Lisa Anggraini Marimin , Maya Widyana Dewi Muqorobin, Muqorobin Muqorobin, Muqorobin Muqorobin Ninuk Lustyantie Nurcahyani, Mariska Bening Pratiwi, Jheniar Pudjiati, Danti Rukmini Rukmini Sabila, Renata Seva Sahid, Ariyanto Saniago Dakhi, Saniago Setiyowati, Maisa Simbolon, Nurmala Elmin Sri Laksmi Pardanawati, Sri Laksmi Suhesti Ningsih, Suhesti Sumadi SUMADI SUMADI Sumadi, Sumadi Sumadi Susanti, Amrih Susilo, Andri Tho'in, Muhammad Tino Feri Efendi Triwahyuniastuti Yustin Henina Oktaviani Zania, Rosse Firli Zulfa Khoirul Ummah

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