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All Journal Jurnal Pemberdayaan Masyarakat Journal of Islamic Education
Ribut Wahyu Eriyanti
Universitas Muhammadiyah Malang, Indonesia
Religion Humanities Education Social Sciences

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Democratic Leadership in the Management of Student Discipline in Islamic Boarding Schools Lalu Iwan Eko Jakandar; Ribut Wahyu Eriyanti; Fauzan Fauzan; Ria Arista
JIE (Journal of Islamic Education) Vol. 9 No. 1 (2024): JIE: (Journal of Islamic Education) January-June
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v9i1.344

Abstract

This study aims to determine the implementation of democratic leadership in managing student discipline at the Babussalam Islamic Boarding School. The research method used is a qualitative approach with data collection techniques through in-depth interviews, observation and document analysis. The research results show that democratic leadership in Islamic boarding schools facilitates the active participation of students in the decision-making process regarding disciplinary policies. Open discussions, deliberations and participatory meetings provide a forum where students can voice their opinions and ideas. In addition, this research identifies the impact of implementing democratic leadership where students show an increase in compliance with the rules created together. They feel more responsible for their self-discipline and feel valued by the Islamic boarding school environment. However, there are also obstacles, such as differences in interpretations of Islamic values ​​and challenges in maintaining a balance between students' autonomy and collective discipline. Thus, this research makes an essential contribution to understanding the practice of democratic leadership at the Babussalam Islamic boarding school and describes its impact on the character formation and discipline of the students. The implications of the results of this research highlight the importance of maintaining traditional values ​​while introducing a participatory approach that is in line with the demands of the times, creating an educational environment that is inclusive and responsive to the needs of students, and enriching the discourse on Islamic education in Indonesia.
The Role of Metacognitive and Socio-Affective Strategies in Shaping Communicative Competence among EFL University Students Juwita Boneka Sinaga; Ribut Wahyu Eriyanti; Ria Arista Asih; Akhsanul In'am; Masduki Masduki; Suryo Hartanto; Jenny Rose O Tumacder
Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i1.388

Abstract

In the context of English as a Foreign Language (EFL) education, communicative competence remains a crucial goal for higher education students. However, the roles of learning strategies—particularly metacognitive and socio-affective strategies in shaping communicative competence are still underexplored. This study aims to examine the predictive relationship between students’ use of metacognitive and socio-affective strategies and their overall communicative competence. Employing a quantitative approach with multiple regression analysis, data were collected from 120 EFL university students using standardized questionnaires. The findings revealed that socio-affective strategies significantly predicted students’ communicative competence, while metacognitive strategies did not demonstrate a significant effect. The results suggest that emotional regulation, interpersonal interaction, and social support are essential components in enhancing students’ ability to communicate effectively in English. This research contributes to applied linguistics and EFL pedagogy by emphasizing the importance of socio-affective dimensions in language learning and advocating for strategy-based instruction in classrooms. In terms of practical contribution, the study offers insights for language educators and curriculum developers to design more holistic and student-centered teaching strategies that promote not only linguistic knowledge but also emotional engagement and communicative confidence among students.
Co-Authors Akhsanul In'am Fauzan Fauzan Jenny Rose O Tumacder Juwita Boneka Sinaga Lalu Iwan Eko Jakandar Masduki Masduki Ria Arista Ria Arista Asih Suryo Hartanto