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All Journal Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature 12 Waiheru
Hanafi Pelu
Balai Diklat Keagamaan Makassar, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media

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Teacher's response to curriculum changes in madrasah learning Hanafi Pelu; Rosmiati
12 Waiheru Vol 9 No 1 (2023): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

This paper aims to explain the teachers’ reaction to curriculum changes in Madrasah learning. The qualitative research method will be applied in this study where researchers will describe data in the form of phrases rather than statistics. While descriptive research is commonly utilized by researchers. Descriptive types only explain phenomena, symptoms, events, and episodes that occur in certain populations or communities. According to the conclusions of this study, learning tools are the compass and forward and backward directions of educational institutions in Indonesia, particularly in Madrasas. Learning tools can be helpful in gaining success and success in implementing learning programs in certain educational units. Looking at the times, compiling a curriculum is not a simple task, but the curriculum is developed based on the needs for the development of a country's educational quality. Furthermore, the curriculum is a notion that must rise to meet all obstacles, yet changes to the curriculum cannot be avoided due to the necessity. Curriculum design is critical because education can meet the requirements of society. As a learning designer, the teacher must begin with a modest and concrete problem, such as the problem of the Madrasah environment. However, the teacher must also think broadly and be visionary. Teachers must remain professional in their tasks even when the curriculum in Indonesia changes, and they must provide a stimulating learning environment so that students feel challenged and like studying.
Teachers' ability to design islamic religious education learning media using the powerdirector application at the darul mahfudz islamic boarding school, lekopadis Andi Kurnia Muin; Hanafi Pelu
12 Waiheru Vol 10 No 1 (2024): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

The purpose of this article is to explain the teacher's ability to design Islamic Religious Education learning media using the PowerDirector application at the Darul Mahfudz Islamic Boarding School. The research method used in this article is qualitative, while the type of research used in this article is descriptive research. The research results show that; Islamic Religious Education subject teachers have been able to use the PowerDirector application, by utilizing available resources such as tutorials or online guidebooks, and collaborating with other educators to share experiences and references to improve educators' skills in designing Islamic Religious Education teaching materials, by using media using the PowerDirector application. Apart from that, using the PowerDirector program in learning can help students improve their ability to express opinions and write various kinds of assignments submitted by their teachers by developing learning media and communication skills in Islamic Religious Education subjects. As a result, the PowerDirector program can be a useful tool for creating interesting and effective learning videos for students.
The capacity of islamic school principals in implementing the merdeka belajar (freedom to learn) program Risna; Hanafi Pelu
12 Waiheru Vol 10 No 2 (2024): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

This article examines the role of Islamic school principals in implementing the Merdeka Belajar (Freedom to Learn) program. Employing a qualitative research approach that focuses on words and sentences, the study utilizes descriptive research to offer insights into the social context or to explore and clarify specific phenomena. The findings show that: 1) The Islamic school principals have a high level of enthusiasm for implementing Merdeka Belajar in Islamic Schools; 2) Islamic School principals play a critical role in delivering the Merdeka Belajar program within Islamic Schools, and the successful dissemination of this educational program largely depends on how intensively the principal communicates Merdeka Belajar within their Islamic Schools, 3) Islamic Schools principals believe that the socialization process, training, and technical guidance for the Merdeka Belajar (Freedom to Learn) program need to adhere to guidelines set by the Ministry of Education and Culture and the Ministry of Religious Affairs; 4) Only a limited number of Islamic Schools have implemented Merdeka Belajar; 5) IT resources and teachers' proficiency in IT are still very limited. Therefore, in addressing challenges with the Merdeka Belajar implementation in Islamic Schools, principals play an active role in applying related educational programs. It is advised that relevant authorities (Head of the Islamic Schools Education Section) offer both theoretical and practical support to principals and teachers regarding Merdeka Belajar.
Enhancing English Learning Motivation of Madrasah Tsanawiyah EFL Teacher Trainees through Gamification-based Training Using the Wayground Digital Platform Hanafi Pelu; Risna Risna; Sipa Pelu
Journal of ELT, Linguistics, and Literature Vol 12 No 1 (2026): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of Uluwiyah, Mojokerto, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/vbcqgh53

Abstract

Low learning motivation in English language training for Madrasah Tsanawiyah (MTs) teachers is often caused by monotonous conventional methods. This study aims to analyze the improvement of participants' learning motivation through the implementation of gamification using the Wayground digital platform at the Makassar Religious Training Center. Using descriptive qualitative methods, data were collected through participant observation and in-depth interviews with training participants. The results showed that the use of game elements such as challenges, points, and leaderboards significantly changed participants' passive behavior to become more proactive and enthusiastic. Despite technical challenges such as variations in digital literacy and network stability, the instant feedback feature on Wayground successfully reduced language anxiety and increased participants' self-efficacy. Theoretically, this platform creates a flow state that supports adult learning autonomy (andragogy). In conclusion, digital gamification is effective as a motivational catalyst in religious training. It is recommended for training institutions to strengthen their digital infrastructure and the capacity of Widyaiswara (teacher instructors) in managing innovative content so that the digital transformation of training can be sustainable
Exploring students' needs and perceptions of AI-assisted ESP learning in an english education program context La Ode Rasmin; Hanafi Pelu; Rosmiati
12 Waiheru Vol 12 No 1 (2026): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70872/12waiheru.v12i1.5

Abstract

This study demonstrates that AI-assisted English for Specific Purposes (ESP) learning addresses gaps in conventional ESP instruction and better supports pre-service English teachers in an English Education Program. Using a qualitative small-scale case study design, the research involved three students from the English Education Study Program in an ESP course at the University of Muslim Buton, Southeast Sulawesi. Data were collected through written semi-structured interviews administered via Google Forms and were analyzed thematically. Students identified ESP as crucial for developing classroom English, instructional communication, and lesson planning skills. However, they found traditional ESP instruction lacked contextual vocabulary and opportunities for independent material development. The integration of AI-supported learning emerged as a practical solution, enhancing students’ understanding of ESP concepts, providing relevant examples, and improving learning efficiency. Students reported increased autonomy and confidence in using English for instruction, while still critically acknowledging risks such as over-reliance on AI and related concerns about academic integrity. They stressed the need for AI to serve as a supportive tool, not a replacement for critical thinking and pedagogical judgment. In summary, the study argues that clearly guided, ethically integrated AI-assisted ESP learning can significantly improve teacher preparation programs.
Co-Authors Andi Kurnia Muin La Ode Rasmin Risna Risna Risna Rosmiati Rosmiati Sipa Pelu