Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Journal of Islamic Elementary Education International Journal of Language and Ubiquitous Learning
Saidatul Karimah
Institut Agama Islam Al-Khairat Pamekasan
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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

Found 3 Documents
Search

 1 
PENGUATAN EDUKASI MODERASI BERAGAMA MELALUI KESENIAN MAMACAH SEBAGAI KEARIFAN LOKAL MADURA Saidatul Karimah; Ifa Nurhayati; Sumiati Sumiati; Mufiqur Rahman
Jurnal Review Pendidikan dan Pengajaran (JRPP) Vol. 6 No. 4 (2023): Volume 6 No 4 Tahun 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v6i4.19517

Abstract

Penguatan edukasi Moderasi beragama dapat dilakukan dengan mengakomodasi  kearifan lokal. Salah satu kearifan lokal Madura yang kurang diminati millennial adalah  Seni Mamacah. Penelitian ini bertujuan untuk menjadikan Mamacah sebagai sarana penguatan edukasi moderasi beragama. Metode penelitian ini adalah kualitatif dengan library research. Hasil penelitian ini menunjukkan bahwa Mamacah sebagai kearifan lokal Madura dapat dijadikan sarana penguatan moderasi beragama dengan beberapa langkah-langkah. Pertama, penyesuaian. Penysesuaian ini dapat diakukan dengan konten mamacah yang menceritaan tentang sejarah nabi dan para wali yang ada di Nusantara. Misalnya memasukkan pesan moderasi beragama pada beberapa bagian cerita atau sejarah yang dilantunkan. Kedua menterjemahkan pesan moderasi beragama ke dalam Bahasa Indonesia. Hal ini dapat dilakukan sehingga tradisi seni mamacah ini dapat diterima di kalangan muda atau millennial. Ketiga adalah melakukan penguatan melalui media sosial. Langkah ini sangat adaptatif dengan perkembangan zaman. Sehingga tradisi seni mamacah ini dapat juga dikampanyekan sebagai sebuah sarana penguatan moderasi beragama secara nasional. 
The Role of Augmented Reality in English Language Learning: Increasing Engagement and Cultural Immersion Haris Danial; Saidatul Karimah; Anisatul Mafruhah; M. Ubaidillah Karomi Safari; Nong Chai
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1765

Abstract

Background. Augmented reality (AR) is increasingly being integrated into education, enhancing learning experiences through interactive and immersive environments. In language learning, AR holds promise for increasing engagement and cultural immersion. Purpose. To investigate the impact of AR on English language learning, comparing engagement and cultural immersion in formal and informal contexts. Method. Mixed-methods approach involving middle school, high school, and university students. Participants were divided into experimental (AR) and control (traditional methods) groups. Data were collected through pre- and post-tests, surveys, and interviews to measure language proficiency, engagement, and cultural awareness. Results. Significant improvements were observed in both learning contexts. In formal settings, there was a 17% increase in test scores, while informal settings saw a 13% increase. Formal learners exhibited higher engagement and cultural awareness, with 80% reporting high engagement compared to 70% in informal settings. Formal learners frequently utilized interactive features, enhancing their learning experience, whereas informal learners showed a preference for independent study tools offered by AR applications. Conclusion. AR significantly enhances English language learning, particularly within formal educational environments. The study highlights AR's potential to boost student engagement and cultural understanding, suggesting that tailored approaches are necessary to optimize its use across different learning contexts. The findings indicate that while both formal and informal settings benefit from AR, the structured environment of formal education leverages the technology's interactive features more effectively, leading to greater student engagement and improved learning outcomes. These insights are valuable for educators and developers aiming to integrate AR in language learning, emphasizing the need for context-specific strategies to maximize its educational benefits.
Students' Perception of The Use of Social Media as A Medium of Learning English: A Study of Digital Ethnography Anisatul Mafruhah; Saidatul Karimah
Journal of Islamic Elementary Education Vol. 4 No. 2 (2026): Journal of Islamic Elementary Education
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/islamentary.v4i2.2371

Abstract

Using of social media as an English language learning medium among university students continues to grow alongside the acceleration of digital transformation in higher education, yet in-depth studies grounded in students' perspectives through an ethnographic approach remain scarce. This study aims to explore university students' perceptions of social media use as an English language learning medium through a digital ethnography approach. A qualitative method with a digital ethnography design was employed, with data collected through semi-structured in-depth interviews involving 12 purposively selected students and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that students predominantly perceive social media as an effective, flexible, and motivating learning medium, particularly for developing listening, vocabulary, and speaking skills. YouTube, TikTok, and Instagram emerged as the most frequently utilized platforms for informal English learning. Key challenges identified include non-educational content distraction, insufficient pedagogical guidance from instructors, and the risk of acquiring unstructured informal language registers. These findings reinforce the argument that social media holds genuine pedagogical potential that students have been tapping into spontaneously without adequate instructional frameworks. Practically, this study contributes to EFL instructors and curriculum designers in integrating social media systematically into English language learning that is more adaptive, contextual, and sustainably impactful.
Co-Authors Anisatul Mafruhah Haris Danial Ifa Nurhayati M. Ubaidillah Karomi Safari Mufiqur Rahman Nong Chai Sumiati Sumiati