Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal El-Ghiroh : Jurnal Studi Keislaman IJGIE (International Journal of Graduate of Islamic Education) Jurnal Humaya: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya
Ani Maghfiroh
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Speech Acts Performed by Voldemort within the Movie “Harry Potter: The Deathly Hollows Part I”: Types and Translation Strategies Khaeriyah; Ani Maghfiroh
Jurnal Humaya: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya Vol. 3 No. 1 (2023): JUNE
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/humaya.v3i1.4245

Abstract

This research investigates what types of speech acts that Voldemort used and the procedures applied in translating its subtitle in movie “Harry Potter: The Deathly Hollows Part 1”. Descriptive qualitative analysis was set up as the method whilst the theories of Yule (1996) and Vinay & Darbelnet (1958) were used as the main roadmap to analyze the data. The researcher collected data by employing a note-taking technique and gaining the data by searching, downloading, watching the movie, taking notes and marking its transcript in its dialogue. In analyzing data, the researcher used the content analysis technique and the steps are by searching, identifying, classifying them according to the speech acts theory of Yule (1996). As the result, 67 speech acts performed by Voldemort were discovered such as; declarative, representative, expressive, commissive, and directive. Meanwhile, the directive speech act was dominantly used (29 data). On the other hands, it was encountered that a number of translation procedures were applied. They are literal translation, pure borrowing, modulation, generalization, adaptation, addition, deletion while literal translation dominates (42 data).
Islamic Religious Education Teachers’ Strategies In Improving Students’ Religious Literacy At Smp Islam Cendekia Darussalam Yusuf Syaikhoni; Erham As'ari; Ani Maghfiroh
El-Ghiroh : Jurnal Studi Keislaman Vol. 23 No. 2 (2025): September
Publisher : Sekolah Tinggi Agama Islam (STAI) Bumi Silampari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37092/el-ghiroh.v23i2.1304

Abstract

This study aimed to analyze the strategies of Islamic Religious Education (IRE) teachers in enhancing students’ religious literacy. The focus of the research was on the planning, implementation, supporting and inhibiting factors, and the implications of teacher strategies for students’ religious literacy. This research used a qualitative descriptive approach with data collected through observation, interviews, and documentation. Data were analyzed through the stages of reduction, display, and conclusion drawing. The findings indicated that in the planning stage, teachers designed learning activities by integrating religious literacy into both classroom instruction and extracurricular programs. In the implementation stage, teachers applied various strategies such as project-based learning, the habituation of religious practices, and the use of digital media to strengthen students’ engagement. Supporting factors included school facilities, parental involvement, and students’ motivation, while inhibiting factors consisted of limited instructional time, variations in students’ literacy levels, and technological challenges faced by teachers. The study concluded that the strategies of IRE teachers significantly improved students’ abilities in reading, understanding, and applying Islamic teachings in daily life. Moreover, these strategies fostered a culture of religious literacy and strengthened students’ religious character. The results of this study implied that such strategies could serve as a model for other schools and suggested future research to explore the long-term impacts of religious literacy programs.
Integrating Historical Methodology For The Objective Reconstruction Of Islamic Education Narratives Based On Authoritative Sources Asti Triasih; Ani Maghfiroh; Zuhdiyah; Maryamah; Nyayu Soraya
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.5075

Abstract

This study examines the integration of educational historical methodology in reconstructing Islamic education narratives in a more objective and contextually grounded manner. While Islamic educational historiography has often been shaped by normative and descriptive approaches, this research argues that a systematic historical-critical framework is necessary to ensure analytical rigor and epistemological transparency. Employing qualitative library research, the study applies classical stages of historical inquiry heuristics, source criticism, interpretation, and historiographical synthesis combined with hermeneutical and discourse-oriented analysis. The findings reveal that Islamic education constitutes a dynamic historical construction shaped by the interaction of text, authority, institutions, and socio-political transformation. Core elements such as ‘ilm, ulama authority, transmission networks, and the institutionalization of madrasah and pesantren developed through processes of negotiation and adaptation rather than linear progression. By critically verifying sources and situating concepts within their historical horizons, the integrated methodology minimizes ideological bias and avoids normative reductionism. The originality of this study lies in its systematic synthesis of historical criticism, hermeneutics, and discourse analysis into a unified methodological framework for Islamic educational historiography. The research contributes theoretically by strengthening methodological discourse in Islamic education studies and practically by providing a reflective foundation for context-sensitive educational reform in contemporary Muslim societies.
Co-Authors Asti Triasih Erham As'ari Khaeriyah Maryamah Nyayu Soraya Yusuf Syaikhoni Zuhdiyah