Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
P-Index
This Author published in this journals
All Journal Vokatek : Jurnal Pengabdian Masyarakat International Journal of Language, Education, and Literature (IJLEL) INTERACTION: Jurnal Pendidikan Bahasa JESI : Journal of Engineering Service and Innovation
Muhalim
Universitas Negeri Makassar
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
PKM: Edukasi Strategi Masuk PTN melalui Jalur SNBP dan SNBT bagi Siswa SMA/SMK di Kabupaten Sinjai Muh. Akbar; Kurnia Prima Putra; Syamsurijal Basri; Muhalim; Asmaul Husnah Nasrullah
Journal of Engineering Service and Innovation Volume 1, Issue 2 (Februari) 2026
Publisher : Fakultas Teknik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kegiatan Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk memberikan edukasi kepada siswa kelas XII SMA/SMK di Kabupaten Sinjai mengenai strategi masuk Perguruan Tinggi Negeri (PTN) melalui jalur Seleksi Nasional Berdasarkan Prestasi (SNBP) dan Seleksi Nasional Berdasarkan Tes (SNBT). Kegiatan ini dilatarbelakangi oleh masih rendahnya pemahaman siswa di daerah terhadap mekanisme, persyaratan, dan strategi seleksi masuk PTN yang terus mengalami perubahan kebijakan. Kegiatan dilaksanakan pada tanggal 12 Februari 2026 dengan melibatkan 100 siswa kelas XII dari berbagai SMA/SMK di Kabupaten Sinjai. Metode yang digunakan adalah penyampaian informasi secara langsung melalui sosialisasi edukatif dan diskusi interaktif. Materi yang disampaikan mencakup perbedaan jalur SNBP dan SNBT, persyaratan eligibilitas, mekanisme pendaftaran, strategi pemilihan program studi, serta tips dan trik menghadapi seleksi. Hasil kegiatan menunjukkan tingginya antusiasme peserta yang ditandai dengan keterlibatan aktif dalam sesi diskusi dan tanya jawab. Berbagai pertanyaan yang diajukan peserta menunjukkan adanya kebutuhan informasi yang cukup tinggi terkait mekanisme SNBP dan SNBT. Kegiatan ini memberikan kesempatan kepada siswa untuk memperoleh informasi yang lebih jelas mengenai jalur masuk perguruan tinggi serta strategi yang dapat dipersiapkan sejak dini dalam menghadapi proses seleksi masuk PTN. Kegiatan ini diharapkan dapat menjadi bekal informasi yang bermanfaat bagi siswa dalam merancang strategi yang tepat untuk melanjutkan pendidikan ke jenjang perguruan tinggi.
Pemanfaatan Kecerdasan Artifisial Generatif sebagai Co-Author Asistif dalam Penulisan Artikel Ilmiah Mahasiswa dengan Pendekatan Classroom Action Research M. Miftach Fakhri; Dary Mochamad Rifqie; Asham Bin Jamaluddin; Wahyu Hidayat M; Muhalim; Pramudya Asoka Syukur
Vokatek: Jurnal Pengabdian Masyarakat Volume 3: Issue 1 (Februari 2025)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/vokatekjpm.v3i1.611

Abstract

Banyak mahasiswa mengalami kesulitan dalam menulis artikel ilmiah berbasis permasalahan nyata karena kurangnya kemampuan berpikir sistematis, reflektif, dan keterampilan literasi digital. Penelitian ini bertujuan untuk meningkatkan kemampuan menulis ilmiah mahasiswa melalui integrasi teknologi kecerdasan artifisial generatif dalam proses pembelajaran. Metode yang digunakan adalah Classroom Action Research (CAR) yang dilaksanakan dalam dua siklus terhadap 31 mahasiswa Program Studi Pendidikan Teknik Informatika dan Komputer pada matakuliah Inovasi Teknologi, Universitas Negeri Makassar . Hasil penelitian menunjukkan adanya peningkatan signifikan dalam kualitas penulisan artikel ilmiah mahasiswa dari siklus pertama ke siklus kedua, khususnya dalam hal relevansi topik, struktur artikel, dan pemanfaatan kecerdasan artifisial generatif. Mahasiswa juga menunjukkan kemampuan yang lebih baik dalam menyusun argumen kritis, menyunting hasil keluaran Kecerdasan Artifisial, serta menyusun kajian pustaka yang lebih relevan dan mendalam. Selain itu, penggunaan kecerdasan artifisial dilakukan secara reflektif dan etis, di mana mahasiswa tidak hanya menerima hasil dari teknologi, tetapi juga mampu mengkritisi dan mengembangkannya sesuai konteks akademik. Integrasi kecerdasan artifisial generatif dalam pembelajaran terbukti efektif dalam mendorong mahasiswa menjadi penulis ilmiah yang mandiri, etis, dan berorientasi pada pemecahan masalah nyata.
English Teaching Challenges in Remote Areas with Strong Local Languages: An Ethnographic Study Dwi Husnul Khatima; Sukardi Weda; Muhalim
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/qtkdn649

Abstract

This ethnographic study investigates the influence of strong local languages on English language teaching at SMPN 1 Kabangka, Muna Regency, Southeast Sulawesi, using Ethnolinguistic Identity Theory as a framework. Data were collected through classroom observations and semi-structured interviews with three English teachers. The findings reveal that a trilingual shifting strategy—using English, Indonesian, and Muna—is commonly employed to facilitate understanding, although it reduces consistent English exposure and influences students’ pronunciation and accent. Students often lack confidence in using English due to their strong identification with the local language, but this shared background also strengthens teacher-student relationships. Challenges identified through observations and interviews include limited vocabulary, the need for double translation, low student engagement and retention, and minimal exposure to English outside the classroom. Despite these barriers, teachers demonstrate adaptability by integrating local culture, simplifying learning materials, and fostering positive classroom interactions. The study recommends culturally responsive teaching practices, localized curriculum modifications, and targeted professional development to support English language instruction in multilingual and remote educational settings.
Teacher Roles and Students’ Motivation in Learning English at Junior High School Inayah Salsabila; Maemuna Muhayyang; Muhalim
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 3 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i3.5930

Abstract

This study investigates how English teachers’ roles contribute to students’ instrumental and integrative motivation in learning English at SMP Negeri 18 Makassar. A qualitative case study design was employed with three English teachers and nine students from Grades VII, VIII, and IX. Data were collected through classroom observations, semi-structured interviews, and documentation and were analyzed using data reduction, data display, and conclusion drawing. The findings identified four teacher roles: authority, counselor, facilitator, and multi-role. The authority role was mainly associated with instrumental motivation because clear rules, learning objectives, explicit instructions, and monitoring supported students in completing academic tasks and pursuing school-related goals. The counselor role was mainly associated with integrative motivation because emotional support, encouragement, guidance, and positive teacher–student relationships increased students’ confidence and willingness to communicate in English. The facilitator role supported both types of motivation through interactive, collaborative, and communicative learning activities. The multi-role approach strengthened students’ motivation by flexibly combining structure, emotional support, and participation according to classroom needs. The findings suggest that teacher flexibility is important in supporting motivation in junior high school EFL learning
English Teachers' Perceptions of the Impact of Clarification Requests on Students' Anxiety in Learning English Arparaesa; Maemuna Muhayyang; Muhalim
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 3 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i3.5938

Abstract

This qualitative study investigates the English teachers’ perception of the impact of clarification requests on students’ anxiety in learning English. Four certified English teachers (20-26 years of teaching experience) from MTsN 2 Makassar were purposefully selected and interviewed using a semi-structured guide. The data were analysed with Miles and Huberman’s (1994) interactive model. The results showed two contrasting perceptions. Three teachers believed that clarification requests lessen anxiety because they enable students to self-repair, maintain participation, build confidence, and avoid face-threatening correction. In contrast, one teacher perceived clarification requests as anxiety-increasing because they result in reduced participation, communication pressure, and student withdrawal. Such differences in perception suggest that the emotional impact of clarification requests is not a function of the type of feedback per se but rather how teachers interpret, frame and deliver it. The study points to the significance of teacher professional development for enhancing affective awareness in addition to technical feedback knowledge.
Co-Authors Arparaesa Asham Bin Jamaluddin Asmaul Husnah Nasrullah Dary Mochamad Rifqie Dwi Husnul Khatima Inayah Salsabila Kurnia Prima Putra M. Miftach Fakhri Maemuna Muhayyang Muh. Akbar Pramudya Asoka Syukur Sukardi Weda Syamsu Rijal Wahyu Hidayat M